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LIBRARY OF CONGRESS. 



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UNITED STATES OF AMERICA. 



THE 



PARENT AND TEACHER 
FOR THE PUPIL 



BY 



L Whitney Elkins. 



UUr\1'^N\ 



JACKSON, N. II. 
L . W . E L K I K 



•• 






Copyright, by 
WHITNEY ELKINS. 
1896. 



BLANCllAKD'S BOOK PRESS. 
Nortu Conway, N. II. 



The Class of '95, 

E. B. H. S., 

I respectfully dedicate 
this little book. 



CUNT ENTS. 

PAHT I. 
I. Introduction. 
II. Thf. Parent's Duty. 
III. The Superintendent's Part. 
TV. Tun Successful Teacher. 

PART II. 

I. A Talk about a Purpose and 
the Start. 
II. A Talk about School-Life. 

III. .V Talk about Health. 

IV. A Talk about Patriotism. 



!»»HPSK»»!®I1 



PREFACE 



THIS little book is designed to help the country girls 
and boys of Maine. It is writ ton in two parts — 
the first seeking to enlist the united efforts o[' parents 
and school-officers towards a more universal develop- 
ment o\' true men and women, and worthy, self- 
sustaining citizenship; the second consisting of talks 
with scholars themselves. There is a chapter ad- 
dressed t > parents, one to teachers, etc. : but through- 
out the work are features which it is hoped will help 
pare its. teachers, and all who are interested in the 
welfare of childre i : n >r is there any good reason why 
the whole may not he read by young people. 

The greater part has been written during the hours 
and half-hours that were not occupied in doing sch >ol- 
work. Briefness and simplicity of language have been 
studied m >st of all. The text of the first part is not 
closely connected because such a plan would have ne- 
cessitated the employment of more words. The idea 
has been t > get as much as seemed practicable into a 
small space. SO that the busy parent can get time t > 
read the work. Only common every-day subjects have 
been treated, and those in words plain and to the 
point. Though more might have been said concerning 
each t >pic, yet it is hoped that no especially valuable 
feature has been withheld from the hook. In fact, the 



Preface. 



only excuse tor presenting it in these days of literary 
over-production is the desire that, in some small way. 
it may supply a real want in the lives of those whom 
it is designed to help. 

It is no exaggeration of the truth to state that all 
the different parts of the work are based upon experi- 
ence and facts learned through observation, or are 
founded on that natural intuition, resident in allot* us, 
which we need never fear to trust, even if we cannot 
fully comprehend it. Some of the ideas advanced are 
not original with the author; for instance, the method 
o\' reading as described on page 25, was impressed on 
the mind o[' the writer when he was a school-boy by 
one o( his teachers; and since he has known the plan 
to he recommended by others. 

Regarding this little undertaking, I can only ask the 
kind reader to apply Carlyle's celebrated maxim, and 
try to see its ^nn\ qualities before pronouncing upon 
its bad ones: and if these few written pages shall be 
the means of helping parents and teachers to appreci- 
ate each other more, and o( directing youthful minds 
to higher ideals, 1 shall receive a sufficient reward. 

L. W. E. 

East Boothbay, Me., Feb. 8th, 1896. 



b33 








0' 



INTRODUCTION. 

Ill faros the land, to hastening ills a prey, 
When wealth accumulates and men decay; 
Princes and lords may flourish and may fade, 
A breath can make them as a breath has made, 
But an honest peasantry, a country's pride, 
When once destroyed, can never be supplied. 

Goldsmith. 

URS is a country progressive and vast. Its past 
history reads as a story, surpassing the careers of 
all the nations that have lived before it. After severe 
struggles, sometimes amid great discouragements, it 
has unfurled and developed with astonishing rapidity. 
Where the unbroken wilderness was great cities now 
stand, and flourishing villages, prosperous hamlets and 
fertile farms fill the gaps between them. Our centers 
of industry are connected by numerous railroads, and 
thousands of vessels sail on our lakes and rivers. Our 
sturdy democratic growth has no parallel in history. 
Evidences of thrift and intelligence are seen on every 
hand. Resources seem almost limitless. The coura- 
geous little republic of a hundred years ago has become 
a mighty power in the family o\' nations. Its wealth 
and influence are recognized throughout the civilized 
world. 

Of all this we are justly proud; it proclaims the in- 
dustrious character of our citizens. Day after day. 
year after year, we see people of every honest occupa- 



10 Litroihiction. 



tion peacefully and hopefully living on, profiting from 
tlu 1 opportunities coming within their grasp, gathering 
what they may from the abundance which an Infinite 
[ntelligence lias given them. 

But of greater importance than the lands we have 
possessed, the factories we have builded, or the money 
we have accumulated are the millions of children with- 
in our country. We have no greater concern than 
their promotion ; for upon them will soon devolve not 
only the care of themselves and theirs, but the stabili- 
ty of the nation builded by our forefathers and thus 
Car sustained by ourselves. 

In the advancement of the century education has 
held its own. Indeed, it may be said our development 
is largely the outgrowth of education, for it seems the 
corner stone upon which lias been based all future dis- 
covery, elegance and discourse: and more than that, it 
has been one of the prime agents that have enabled us 
— so great a multitude — to do so happily, and govern 
ourselves so successfully. 

We have always taken an interest in schools, and it 
is well. And now it is our duty to keep informed re- 
garding their work and their needs, so that we may 
provide for them at better advantage. As inventions 
and ways of business are constantly changing, so with 
education. Time was when scholars carrying to school 
their meagre supply of books, were given over to 
teachers who were required merely to govern, and assist 
in the more difficult portions of school work. Later, 
teachers by means of better methods sought to impart 
a greater proficiency and a clearer understanding of 
the subjects taught. Ideas of gradation crept in, until 



Introduction. 



by degrees definite courses wore established. For 
many years mental development was the one thing 
sought, but that, too, has gradually changed. 

All who have studied the matter admit that educa- 
tion is in a transitional period. The whole system 
from commencement of primary grade to completion 
of university course is being made the object of most 
careful and critical scrutiny. What is the best educa- 
cation? — what are the best methods': are timely queries 
to which no sensible person would venture to give 
speeitie answers. But during the past few years in a 
general way, educators have formulated replies some- 
what as follows: The best education tends to give 
the child a symmetrical blending of physical, mental 
and spiritual strength : stimulates the moral growth ; 
seeks not to cram the head with the sense and nonsense 
of books alone, but to call out the natural faculties; 
fosters observation, sound judgment, self-reliance, 
self-respect and self-control ; learns the child to think 
and act: directs him so that through self-culture he 
may become a good citizen, useful to himself and the 
world; — and the methods which produce these results 
most naturally are the best. 



"pHILDREN are heaven's richest gift." But how 

\J much depends on their training! As we see the 
happy little folks about us, do we often think of the 
possibilities of good or evil wrapped up within them? 
— do we realize the probabilities of their failure or 
success ? 

Teachers, as a rule, are eminently faithful to their 
trusts. No class of people are more interested in their 



1^ Introduction. 



work ; and considering the many uncertain features of 
their profession, no class of workers make fewer 
mistakes. 

Nearly all parents, too, are solicitous concerning 
their children's welfare. They wish the young lives of 
their offspring to be full and happy, and provide for 
them all the advantages that circumstances will allow. 
Yet, after all, we fear that some people display greater 
foresight in their strictly pecuniary affairs than in the 
rearing of their little girls and boys. They provide 
schools and all their accessories, entrust their Children 
to the teacher, and then too many, leaving matters to 
follow whatever course they will, do no more. 

Here, as we shall attempt to show, is where one of 
the great weaknesses of present-day education steps 
in. Between parent and teacher there is need of a 
greater mutual co-operation. Perhaps neither fully 
realize the moment of some of the things they fail to 
do. Certainly they do not help each other — therefore 
the pupil — as much as they should. They are not 
well enough acquainted ; their respective lines of work 
are drawn too far apart, and they have too little in 
common. 

There are other facts of which parents should not 
be forgetful. Much, sometimes everything, depends 
upon the home life of the child. If all parents strove 
to guide their children in paths of usefulness, to fill 
them with the desire of future success, they would 
greatly reinforce the efforts of instructors, and become 
more than they now are, an economic factor in school 
work. 

In the following pages let us try to understand each 



Introduction. 13 



other better, appreciate each other more, and consider 
how by working together we may advance the welfare 
of those in whom we are so deeply interested. Let us 
direct our thoughts toward a more perfect education. 



THE PARENT AND TEACHER EOR 
THE PUPIL. 



PART FIRS T. 



THE PARENT'S DUTY. 

Turn, turn my wheel! What is begun 
At (1 lybreak must at dark be done, 

Tomorr >w will be another day 
Tomorrow the hot furnace flame 
Will search the heart and try the frame 
A.nd stamp with honor or with shame 

These vessels made of clay. 

L071(jf(l/OK\ 

EVERY year millions of dollars are expended in one 
kind of education. As a business matter it 
should be used to the best advantage ; for it is de- 
signed to be a help in the mature lives of those who 
are now young. There is another kind of education 
equally important, which should be conducted just as 
practically. We refer to the training given at home. 

The uniform development of children — a term which 
should be Considered synonymous with education — is 
our first and greatest duty. If well cared for, like 
new-born plants of the garden, children expand in 
strength and beauty; but they are easily perverted and 
dwarfed by neglect. AVhere left to themselves some 
few retain their strength; many droop like tender 



The Parent's Duty. 15 



flowers beneath the sun's scorching ra ys, to revive 

again; others, so far as real, true life is concerned, 
perish. Certainly, it is somebody's place to direct the 
young in ways of safety and usefulness, and this re- 
sponsibility clearly rests upon the parent. Therefore, 
a careful consideration of the matter is of vital im- 
portance. 

As parents, there are many who ought to think of 
this duty more than they do. Excepting school- 
teachers, perhaps no class of people can know how 
much the child's school-life depends upon the home- 
life ; for in the home the first prominent traits of char- 
acter assert themselves, and, whether they be good or 
bad, are taken into the school, and most likely from 
the school through after life. They appear and re- 
appear, until they become component parts of the per- 
son and have their full share of influence in deciding 
his station. 

Such matters should receive early attention. No 
time is so favorable as youth to inculcate those great 
lessons that must be learned. Little people should 
grow up with the knowledge that they are living and 
working for themselves and are preparing for some- 
thing-. They should see a goal in the distance and 
worthy examples set before them. Thus children 
would get a better idea of their obligations, and begin 
to think in a small wav of the probabilities, even the 
possibilities that may come within their reach. As a 
matter of course, with many, these early thoughts 
would, in time, deepen into a steady, determined en- 
thusiasm ; the tried and true men which the world so 
much needs would become more, the many hap-hazard. 



16 The Parent and Teacher for The Pupil. 

aimless lives, less. Could good home training be given 
to all children, there would not be half as many shift- 
less, dependent persons without character or aught 
else to sustain them. Although it is unwise to choose 
a youth's occupation for him. yet he needs the parent's 
directing and controlling power along- the lines lk- 
seems adapted to follow. 



ALL parents should insist upon prompt and implicit 
obedience. Every command should he clement 
and reasonable, and its performance the immediate 
purpose of the child. Thus, as children grow older, 
they become accustomed to do their duties readily and 
cheerfully — a habit of inestimable value in after life. 

In no other way can the respect of boys and girls 
be retained so fully. When allowed to disobey, or to 
obey only after a parley, they are almost sure to lose 
respect for their superiors, and this is sometimes fol- 
lowed by disgust. And yet, as true and simple as 
these words may seem, comparatively few American 
children have thoroughly learned the priceless lesson 
of obedience and respect. Some day. early in life, 
the child's insubordination manifests itself. Instead 
of prudently controlling it, the hurried parent does not 
notice the matter, or thinks it rather amusing, and 
closing his eyes to the future, passes it by. Naturally 
this do-as-1-please habit grows stronger, until parents' 
wishes are disregarded, and the child has no true re- 
spect for others nor correct ideas of himself. In time 
such a child becomes the ••smart" boy who knows not 
the manliness o( a civil answer, or the "nice" girl who 
thinks nobody worthy of notice except herself. 



The Parent's Duty. 17 

This common fault is a reflection upon American 
sense for which parents are to blame. It is worth all 
it costs to impress obedience upon youthful minds. 
Children arc happier for it. Use a little reason and 
they will quickly understand how they are learning a 
lesson useful to themselves. 



o 



,NE of the natural, lovable traits of a child is a 
pleasant, sympathetic disposition. Should there 
seem to be a deficiency in this, try by every means, 
dear parent, to cultivate the faculty, taking care not to 
spoil the child by over-indulgence. Very few children, 
if any, are entirely devoid of affection, but sometimes 
good dispositions are spoiled by continuous fault-find- 
ing. How different in its effects is a kindly, firm pro- 
cedure on the part of the parent and a willing com- 
pliance on the part of the child ! It is not pleasing to 
contemplate how many lovable dispositions have been 
hardened by indifference — perhaps at a tender age 
driven out into this world of temptation by parental 
scolds. If you wish to be respected by your children, 
beware of a fretful, fault-finding tongue. 

It is essential and right that children should mani- 
fest a real respect for their parents and elders. It is 
essential and right that older people and parents should 
manifest a real respect for children. Who of us look- 
ing back to our childhood days, do not see characters 
that held high places in our esteem, because they used 
to take an interest in us, and tried to interest us as 
children? Did we ever show anything but respect for 
them? No. indeed ! 

On the other hand, a person of mature age cannot 



18 The Parent and Teacher for TJte Pupil. 

lower his standing in the estimation of his youthful 
acquaintances more easily than by guying, or "footing" 
with them. They are never certain as to his meaning, 
nor do they take him seriously. The person who 
makes a bantering remark to a boy is likely to get an 
uncivil rejoinder. Every grown person ought to re- 
spect children enough not to provoke them to rudeness. 

As a father you would not like to have your boy 
rude at home, nor profane in your presence ; nor would 
you consent to Ms filling your sitting-room with to- 
bacco smoke. Now you must respect him bo much 
that you will do none of these acts in his presence. 
How can you reasonably reprove his faults when he is 
merely following your example? 

Again, as young people grow older and commence 
to accomplish works for themselves, remember they 
dislike to have the older folk of the family make their 
exploits and prospects (however nattering they may 
be) a theme for public gossip. Let us hope the com- 
ing country generation will exercise more discretion 
than the present one in news-telling. If you would 
keep in their good graces, you must respect your chil- 
dren, even your older sons and daughters. You must 
do it. You ought to do it. Many a youth has quit 
home and no doubt many more would like to do the- 
same, because of its fault finding and rudeness and 
gossip. It is your duty to respect your children, and 
then they will be likely to respect you. 



(! riOD may forgive sins, but awkwardness has no 
\J forgiveness in heaven or earth." 
These are the words of Hawthorne. Perhaps they 



The Parent's Divty. 19 

are too strong, but surely awkwardness has no good 
excuse. Every home ought to be a school in which 
young folks can learn good manners. Every parent 
should strive so far as possible to be a good example. 
Moreover, let children get accustomed to seeing people 
and talking with them ; help them to the end of talking 
and acting judiciously ; of being gentle and careful ; 
give them such special instructions as they need; en- 
courage them to do the best they can, and they will 
assume pleasing, unaffected manners. 

An unconscious, graceful bearing comes only through 
instruction and experience. If little people do not re- 
ceive this home training, parents need not be surprised 
at their not knowing how to appear when away from 
home. Whose fault that they are bashful, do not know 
what to do with themselves, and escape at the earliest 
opportunity? Children reflect their home life like a 
mirror. 

When we come to think of it, it is easy to suppose 
this matter determines the future of many lives. Ev- 
idently those who are capable of associating with 
cultured people take courage to make the most of 
themselves and bend all their energies to the task; 
how many more or less brilliant youths find baser com- 
panions, because in early life they lacked this home 
instruction is impossible to conjecture. 

Still it is surprising how many people fail to realize 
the moment of a becoming appearance. Not a long- 
time ago the author w^as talking with a man who 
thought it "best to let them grow up as young ones 
always have." What do you think of it, parents? 
Would you prefer that your girls and boys become 



20 The Parent and Teacher for The Pupil. 

agreeable ladies and gentlemen, or "grow up" fright- 
ened, uncouth rustics? 



PARENTS should know where children go and how 
they behave when not at home. It is plainly ap- 
parent to all observing persons that childrens' associa- 
tions — especially those of boys — are none too good. 
About every school has some scholars coarse in manner 
and speech. The majority of ball games are master 
schools in which almost every boy, it sometimes seems, 
uses profanity. And so right on through life. Until 
people are more advanced in civilization this cannot be 
helped. Children must encounter immoral surround- 
ings and temptations, which are so common that none 
of us can keep away from them. Perhaps it is unwise 
to attempt to do so. Better learn the boy to take a 
sturdy pride in his own manliness and trustworthiness 
strong enough to withstand and dispise all unworthy 
things. 

Some young folks are prone to ill-behavior when not 
under parental restraint. Whenever the youthful part 
of the family are going to a public gathering or place 
of entertainment, it is well for some older member to 
accompany them. Thus they form the habit of ap- 
pearing better, and perhaps, mingle with better asso- 
ciates. Besides, people have no right to turn loose 
their offspring on society. 

The more out-of-door air and play children get, the 
better; but thoughtful fathers and mothers will not 
allow their boys and girls to stay away from home 
after dark. And yet. every evening, almost any vil- 
lage street has its crowd of active, shouting children. 



The Parent's Duty. 21 



There, instead of amid the refining influences of home, 
thousands of youths are forming their characters. 

All of which is as needless as it is wrong, although 
it is very natural that the young want something to do. 
Let the home be more attractive. It need not be 
spacious, nor richly furnished; only let it have the 
cheerful and attractive charm which a mother or elder 
sister is capable of giving it. And withal, let there be 
some older inmates appreciative of youth. Then home 
will be more attractive than the street or store ; then, 
indeed, it may become a source of delight and great 
gain. 

Everything should reflect cosiness, order, and refine- 
ment. There should be some pleasant games about 
the house, some means of music, if it can be afforded, 
and by all means a supply of good books and papers. 
Part of the time may best be used in preparing to- 
morrow's lessons for school. Many of us now grown 
to a more mature estate remember most pleasantly the 
drill that father gave us from the old green-covered 
arithmetic, and the stories that mother afterwards 
read to us from the Youth's Comjxinion. 

When the safe skating and good coasting come, let 
the children enjoy the sport fully, for it can last but a 
little while at most, and they will appreciate the favor. 
And Friday evening after the week's work is over, let 
them know that their youthful acquaintances are al- 
ways welcome in the home. 

In home-life teach children to always be their own 
frank, honest, pleasant selves. In too many New 
England homes are assumed false appearances. Xo- 
body is deceived by the work of a guilded brush. 



22 The Parent and Teacher for The Pupil. 



Precocity should be discouraged. Parents cot in- 
frequently injure a child's health by rushing him into 

mental work too early, simply because he is able and 
willing- to do. 

Again, some people have a way of praising the ex- 
ploits of their children, distinctly giving them the 
notion that they are "smart" children. Many a youth 
of promise has been spoiled in this foolish way. Some 
of the girls and boys of well-to-do parents are petted 
and fondled till they form entirely wrong impressions 
of themselves, seeming to think other people were 
created expressly for their benefit. When these disa- 
greeable children come to school their conduct t >wards 
teacher and scholars seems to say: "You are here 
solely for my amusement. If yon don't use me gently 
and let me do about as I wish, my father, who is a big 
man. will see about it." 

Nor is it an exaggeration to say that this disposition 
often develops into a form of imbecility. Foolish, 
foolish parents, who do not realize that wealth may 
become a stumbling-block, or a pitfall to youth instead 
of a blessing. Every child, whether of wealthy family 
or poor, should be taught to consider himself on a 
social level with all others in his school. A sensible 
parent does his children a kindness when he impresses 
their minds with the fact that their present station is 
nothing, and all their success in future life will depend 
on their own efforts, perseverance and character. 



DO not think because you give children little or 
nothing to do. that you are doing them a kind- 
ness. An idea of practical work strengthens self- 



The Parent's Duty. 23 

reliance and self-respect. Idleness begets all sorts of 
vice ; often it transforms the good into the bad, the in- 
telligent into the imbecile. It is not good for any boy 
to spend his money for tobacco and like things ; nor to 
waste his time in country stores and on village street- 
corners, really nnrespected by himself or others. He 
should have something to do. 

Is not inconvenience the offspring of carelessness? 
What has l>een your experience? Ask yourself these 
questions, analyze your past trials, and answer candid- 
ly, without favor. Then you will think of the impor- 
tance of implanting habits of industry, care and 
exactness in children. In conversation insist that they 
speak correctly and define occurrences accurately, instead 
of talking half at random as many children — and older 
people — do. Insist that whatever they commence shall 
be finished, and done well. See that they heed even 
the minutest details of the matter in hand, and that 
they despise not little things ; for of such will their 
lives be composed. "Trifles make perfection, and 
perfection is no trifle," remarked Michael Angelo, the 
sculptor. Anyone who is not careful and thorough, 
even concerning the so-called trifles, can hardly be 
successful. 

Observation and thoughtf ulness are among the prime 
factors of a happy life. Doubtless these qualities are 
inborn to a greater or less extent, but they are also 
acquired habits. Hence the necessity of nurturing these 
same qualities in boys and girls. Some people, see- 
ing, perceive not, and hearing, comprehend not. If 
the youth does not notice things as quickly or as ex- 
actly as seems desirable, cultivate the habit for him ; 



24 The Parent and Teacher for The Pupil. 

get him interested; make him understand that aptness 
in observation is for his welfare, his convenience, his 
comfort of mind ; that it helps acquaint him with the 
world and the practical affairs of men. 

Encourage him to think as well. Obviously thought 
broadens the mind and helps the individual; it devises 
ways and means, suggests opportunities and how to 
improve them, and makes a ready youth. 

Teach the young that there is something of interest 
ami beauty in every object though it be only a little 
flower or an old wayside stone, and encourage them to 
seek out the good. If some little fault presents itself, 
let not that spoil the whole. Some folks while looking 
at a beautiful waterfall, complain of an old mill stand- 
ing on the river's bank ; still there is more beauty before 
them than anyone can appreciate, thinking nothing 
about the mill. And the same mistake is liable to oc- 
cur in our opinions o\' men. We do well to follow the 
old Chinese proverb: "Use men as you use wood; if 
one inch is rotten you do not throw away the whole 
piece.*' Few worldly works are just perfect, but many 
are sources o\' joy and profit when we value the good. 



SPECIAL care needs to be taken with children in 
home reading. Encourage them to read juvenile 
papers and books at first, and when they get old 
enough to understand larger works, help them carry 
out Bacon's excellent advice: "Head not to contradict 
and confute, nor to believe and take for granted, nor 
to find talk and discourse ; but to weigh and consider. 
* * * Some books are to be read only in parts; others 



The Parent's Duty. 25 

to be read, but not curiously, and some few to be read 
wholly, and with diligence and attention." 

Teach the youth, as he reads, to carry the repre- 
sented scene — the picture — in his mind. The forma- 
tion of the habit, so that every hill and meadow of 
which he reads shall pass before him is only a matter 
of training. Take Scott's "Ivanhoe" for instance, and 
every place and eveut from the dark old forest skirting 
the Don to the closing scene where Rebecca bids Row- 
ena farewell, falls into a logical and permanent order, 
and as a result the book is understood and remembered 
better. 

Take Whittier's "In School Days." Let childre 1 
think of the old dilapidated school-house beside the 
road, surrounded by sumachs and blackberry vines ; 
help them see its window-panes lit by the setting suu, 
and the melted snow dropping from the eaves ; the 
lingering child with golden curls and sorrowful eyes, 
and the little lad whom bw her childish favor singled," 
as, 

"Pushing with restless feet the snow 

To right and left, he lingered.— 
As restlessly her tiny hands 

The blue-checked apron fingered." 

Do this, and the youth will learn to think of the childish 
thoughts embodied in this tender little picture. 

In the same way suppose we take Teunyson's "Bu- 
gle Song:" 

" The splendor falls ou castle walls, 

And snowy summits old in story; 
The long light shakes across the lakes, 

And the wild cataract leaps in glory. 
Blow, bugle, blow, set the wild echoes flying; 
Blow, bugle, answer, echoes, dying, dying, dying!" 



26 The Parent and Teacher for The ]*upU. 

Help the youthful reader of this beautiful poem to im- 
agine castle walls picturesque and old, and their 
romantic history ; of lofty, distant snow-capped moun- 
tains ; of the noise and beauty of misty cataracts, and 
the bright shafts of sunlight over all; among the hills, 
clear-toned bugle notes, rising, then falling in rhythmic 
cadence, echoing and re-echoing, dying away on the 
sides of distant mountains. 

This is by no means an impossible nor hard task, 
even for those parents who do not pride themselves in 
education. Nearly every parent can do it, not per- 
fectly, perhaps, but well enough to open children's 
eyes and awaken their minds so that they will acquire 
the habit for themselves. Not only is a greater inter- 
est taken in reading, but an entirely new love for lit- 
erature is formed, and more delicate perceptions of 
feeling, sympathy and beauty. "Let parents see 
that the imagination of the young be flooded with fine, 
high thought, and they have done much toward making 
their offspring men and women of conscience and true 
nobility."* 



LAST autumn the different ways to encourage chil- 
dren in silent reading were considered in a Maine 
teachers' convention. Someone intimated that girls 
and boys do not like to read — an intimation that is 
unjust to many youths. However we do not have to 
look far to discover the cause of what truth there is in 
the statement. It is not the teacher's place to incul- 
cate the love of reading, but clearly the parent's duty. 
Yet there are many homes in Maine where music is, 



* Editor Flower in Arena. 



The Parent's Duty. 



and many of the pleasures afforded the young, in which 
children are never asked or expected to open a book, 
much more to interest themselves in literature. 

As a commencement, every household should have 
its library, composed of poems, stories, histories, and 
bonks of travel. The number of volumes need not be 
large. Ten or twelve would be enough to commence 
with, but whether twelve or twelve hundred, the selec- 
tions should be a matter of careful thought. Individual 
tastes vary, so that it is impossible to make a list of 
works that would please every person. To those fa- 
miliar with books, the making of proper selections can 
give no great difficulty. To those who have not con- 
sidered the matter much, we would briefly suggest : 

For young children there are several bright, full 
magazines and papers that abound with pleasant, moral 
child stories. Nothing can be found better adapted 
for early reading. Then there are numerous juvenile 
books on sale that are good ; only be sure that the story 
is pure and childlike. 

For youth the following are good : Miss Andrew's 
"Seven Little Sisters" and "Ten Boys Who Lived on 
the Road from Long Ago till Now;" Pratt's "Stories of 
American History" and "The Fairy Land of Flowers;" 
Hale's "Ten Times One is Ten;" Cooper's "Last of 
the Mohicans;" Miss Alcott's "Little Women" and 
"Little Men;" Mrs. Stowe's "Uncle Tom's Cabin," and 
Irving's "Sketch Book." 

In poetry, as a commencement, Longfellow's "The 
Children's Hour,'' "The Village Blacksmith," "The 
Day is Done," "The Architects," "The Bridge," etc.; 
Whittier's "In School Days," "Barefoot Boy" etc. 



'28 The Parent and Teacher for The Pupil. 

Longfellow's "Evangeline" Whittier's "Snow Bound" 
and "Maud Midler;" Bryant's " Thanatopsis" and 

"Forest Hymn;" Lowell's "Vision of Sir Launfal" 
and Tennyson's "Idyls of the King" are beautiful mas- 
terpieces for those children to read who are old enough 
to understand and appreciate them. 

Among historical works should be readable histories 
of Greece, Rome, Europe, England and our own United 
States; added to these, Irving's "Life of George 
Washington." Books of an historical nature, written 
in story form, are valuable in this connection ; also nar- 
rations of combined travel and adventure are instructive, 
and to boys and girls .present a peculiar charm. 

Again, let us make a list of a very few of the best 
authors. In poetry, Longfellow, Whittier and Lowell 
may be recommended first, to be followed by Tenny- 
son, Bryant and Shakespeare. In the story and novel 
line, Cooper, Scott (Ivanhoe first), Dickens, Irving, 
Hawthorne and Stephenson. 

Among the more thoughtful works maybe recommend- 
ed Emerson, Bacon (Essays), and perhaps later on 
Carlyle (for the youth who can read the "French 
Revolution" and "Sartor Resartus). John Buskin, 
also, is one of the most helpful of all writers and can 
lie read before Emerson or Bacon. 

The foregoing, like all arbitrary lists, is unsatisfac- 
tory, and the mere beginning of what a more perfect 
one would have to 1h>; but if followed out in whole, or, 
perhaps, only in part, it will form a taste for standard 
reading that may be trusted to make desirable selec- 
tions afterwards. 

Besides the library, which may be small — live books 



The Parent's Duty. 29 

are enough, and better than twenty-five for a youth to 
read in one year — -there should be one or two good 
monthly magazines and a daily newspaper (perhaps a 
Weekly journal of current events answers every purpose 
as well ). 

And now, dear parent, because the proper books and 
papers have been supplied, do you think it would be 
wise even to ask the children to read them? Rather 
give them the idea, as boys and girls who are anxious 
to get along in the world, and who wish to know as 
much as other boys and girls, that they are privileged 
to enter upon a profitable and thoroughly pleasant 
pastime. Be just as practical in this as in any other 
business affair. Now and then spend an hour — the 
hour you would waste somewhere else — in reading 
aloud to the young folks. Converse with them a few 
minutes about their books and stories, thus strengthen- 
ing their acuteness and correcting their wrong impres- 
sions. Interest them in the passing events as recorded 
in the newspaper, so they may become well informed ; 
and if you can, tell them where to find the meaning of 
facts and illusions which they do not understand. 

In some homes this has become an established cus- 
tom. Each child in good time begins to read and think 
because the older members of the family do the same. 
If this has not been the custom in your home, you 
should lose no time in adopting it. Carry out the plan 
outlined herein for a few weeks, and you can judge 
concerning it. Perhaps you will then better under- 
stand the capabilities of youth. This discipline is in- 
telligent cuid practical, and you cannot afford to lessen 
your children's chances of success, as you will by 



.'50 The Parent and Teacher for The Pupil. 

neglecting it. It widens the mind on practical lines. 
In the strict meaning of the word, the highest educa- 
tion obtainable — even the education of colleges and 
universities — is narrow, unless supplemented and sup- 
ported by a broader knowledge of the world. 

Whatever your politics and personal opinions are, 
you should teach your children to respect the President 
of the nation and others placed in positions of authori- 
ty. It is always easier to criticise works than to oc- 
complish them. So much disrespect and abuse toward 
public men as we have at present, does no credit to 
modern journalism nor people's good sense. 

It would not be right to pass over this subject with- 
out saying more. Unfortunately it has other than its 
bright side. 

In our day there is a literature of a kind, cheap and 
abundant, — stories of passion and murder and crime 
■ — that is wielding a mighty influence on youthful char- 
acter. When there are so many good books in the 
world, to a person of sense it is disgusting and deplor- 
able to see girls and boys reading exciting love novels 
and low-rate detective and brigandish stories. It is a 
shame that our country supports so many publications 
of a sensational and sensual stamp. All such stuff ap- 
peals to the baser side of human nature, and being ut- 
terly unfit for adults to read, it cannot be otherwise 
than harmful to youth. 

Yet in how many homes is found this class of read- 
ing, and within reach of children. We should not 
harbor it in the home, to say nothing of occupying our 
time with it. There are numerous second-class authors 
of no small ability who are willing t;> write for good 



The Parent's Duty. 31 

pay ; and there are enough publishing houses that will 
publish most anything for big sales ; and there seems 
110 way of getting rid of this kind of writing till our 
homes and schools turn out fewer second-class people, 
such as desire to read it. 

Young people require the sort of reading calculated 
to broaden their minds, strengthen their purposes and 
ennoble their lives. 



T 



'HERE are many sensitive people in this world of 
ours. All of us are acquainted with such per- 
sons, and know how liable they are to take offence 
without any intended provocation, and how careful we 
must be in all our relations with them. Every teacher 
knows the sensitive child at school, just as the parent 
knows him at home. No one, perhaps, is more entitled 
to a share of our sympathy. Few -can imagine the 
misery of his easily wounded nature, nor recall the feel- 
ing of the hot tears that course down his cheeks. Sen- 
sitiveness is an inherited misfortune, very foolish, but 
also very real. Yet it is a misfortune which may be 
•entirely remedied when taken in time. Parents and 
teachers should be ready for every occasion ; first to 
soothe the child, to correct his mistaken mind, to en- 
tourage his self-dependence, and, it may be, to admin- 
ister a gentle reproof. If this course is followed 
wisely, ere many days there will be a change ; and if 
followed persistently this undesirable trait in the child 
will gradually disappear. To do less is a serious 
aieglect of duty — almost a misdemeanor. 



:')•> Tlie Parent and Teacher for Tlie Pupil. 

MANY children are taught to be inquisitive, and to 
attend to everybody's business. Here are ex- 
tracts of colloquies from life, as nearly as the author 
can recall the words : 

Father. Dick just went by. I don't believe he will 
get his work done this summer. 

Mother. I shouldn't think he would ; he's never at 
home. 

F. Well, I calculate he'll get considerably disap- 
pointed, any how. 

* * 

Mother. Did you mind, Joe, what Mr. Brown 
bought over at the store yesterday? 

Joe. He got a lamp chimney, some paper and a bag 
of salt ; and something else ; I don't know what. 

M. Wasn't you with Joe, Susie ? Did you notice- 
what it was ? 

Susie. I guess he bought a saw. 

* 

* * 

Father. Wonder what that man's name is that wa& 
over to Brown's yesterday? 

Mother. I can't find out anyway : Mrs. Smith was 
here this morning and she hadn't found out either ; and 
you know she knows everything that's going on. She' 
said he's from Providence, though. 

F. He's a pretty good looking fellow anyway. 
Shouldn't wonder at all if he's well-off. I heard he 
is going to have a pair of fancy horses up here to drive- 
this summer. 

[Enter Tom from post office ivith his father's and 
Uncle John's maiW] 

Mother. Well, Tom, have you got any letters? 



The Parent's Duty. 33 

Tom. One for Uncle John. 

M. Let me see it! (Takes it and examines the 
address critically.) I don't know who it can be from. 
I never saw that writing before. It came from Rut- 
land. 

Father. (Extending his hand.) Let me see it! 
(Examines it.) I'm sure I don't know who it's from. 
Here, Tom, take it right over to John; etc., etc., etc. 

Possibly this little conversation seems a little too 
prominent when set apart by itself. However it is not 
an exaggerated sample of a kind of talk which is con- 
tinually going on in thousands of New England coun- 
try homes. It is the same today as yesterday, never 
affected by the pulse-waves of progress or retrogres- 
sion. Always common-place and seldom instructive, 
it merely reflects an idle, vulgar curiosity which chil- 
dren quickly learn. It is well for Joe to be a bright boy 
who would naturally notice what Mr. Brown was buy- 
ing at the store ; for the father to inquire the name of 
Mr. Brown's new guest, or for the mother to read the 
postmark as she held the letter in her hand. Observa- 
tion is useful in a thousand ways ; but when it descends 
to the plane of idle inquisitiveness, its true use is belit- 
tled, and it then argues a lack of that sturdy sense, so 
necessary to the best manhood or womanhood. 

No wonder there are peevish little children forever 
poking their meddlesome little noses into that which is 
uo concern of theirs. The cause and remedy for the 
same are plainly apparent. 



] HEN a father speaks profanely, is it surprising 
that his son should take up the habit? If the 



34 The Parent and Teacher for The Pupil. 

mother is of a scolding, fretful turn of mind, is it 
strange that her children should develop ill-tempered,, 
fault-finding dispositions? If parents are careless and 
indifferent, is it a wonder that their boys and girls; 
should manifest the same traits? Certainly not; un- 
less children get disgusted with such parents^ and re- 
solve to be unlike them,- the result could hardly be 
otherwise. 

On the other hand, is it remarkable that children of 
careful industrious, honest parents, should be careful, 
industrious and honest? By no means. Their birth 
and home-education tend to make them such. Gen- 
erally the parents' character, whether coarse or re- 
fined, pleasant or sullen, gentle or untractable, can be- 
read in the child. Children who are rude at home are 
apt to evince the same characteristic at school ; while- 
those well trained at home are likely to make the least 
trouble, and accomplish the most. 

How many parents — how many thousands of par- 
ents — there are right here in our own state of Maine,, 
who ought to be more careful of the example they set ! 
Let every father and mother feel sure that they are not 
the means of some youth's going^ wrong in this world, 
where all might be so happy and good. Remember 
that through parental example the young are forming, 
life-long habits ; and the power of habit is strong. 



^ A LITTLE philosophy inclineth a man's mind to 
Xjl atheism, but depth of philosophy bringeth- 
men's minds about to religion," said Lord Bacon. 

Whatever a parent's religious ideas may be, that 
parent does well in sending his children to church and 



The Parent's Duty. 55 

Sunday-school. Temptations are so strong and human 
nature so frail that prudence alone should prompt him 
to place his offspring in the warmth of every good in- 
fluence. The associations and influences of Sunday 
services are most elevating and tend to the formation 
•of sound moral character, and at the same time an op- 
portunity of becoming better acquainted with the 
Bible — beautiful with its incomparable precepts for a 
highly-ordered life — is improved. Therefore, besides 
gaining a respect for the Supreme Power which every 
one ought to feel, there is acquired a practical knowl- 
edge of the Book, without which no person can claim 
to be well informed. 

In short, here is a gateway through which one enters 
iin avenue of valuable spiritual and secular knowledge. 
Nor in these days of progressive thought can any rea- 
sonable man argue that we stand in danger of embrac- 
ing a too blind faith. 



CAMPAIGN orators and the press are ever proclaim- 
ing the luxuries that we as a people enjoy ; and in 
truth the American of the majority class does declare 
he will spend all he earns and get the good of it. As 
a result too many of our people are, in the real sense 
of the word, becoming extravagant, and if not living 
beyond their incomes, are failing to put aside a part of 
their yearly earnings against a time of need. 

But more serious than this follows the fact that 
wrong ideas are being implanted in the minds of 
youth. Accustomed to possessing about all they de- 
• i sire, they learn to look upon these luxuries as indis- 
pensable, and even fail to appreciate them as such. 



36 The Parent and Teacher for The Pupil. 

With no practical idea of the worth of money, they do 
not stop to distinguish between a dollar and a cent, 
or to realize the value of either. They simply rely 
trustingly upon their father's wealth, instead of stand- 
ing somewhat upon their own judgment and inherent 
good sense. 

At the next step, extravagance hits hard at the 
sturdiness of the youth's character. The boy with 
plenty of money is pretty apt to find spendthrift com- 
panions, and his associations with such a clique are not 
conducive to his physical, mental, or moral welfare. 
When he gets old enough, unless compelled to make 
some choice, more than likely he will hang closely to 
his family home and continue to spend his father's 
money, without enough self-respect or character to be- 
come a man on his own account. That thousands of 
such young men exist in our own New England vil- 
lages — we are not thinking of cities — is admitted by 
every observant person. 

The daughters in these lavish households are as often 
spoiled by parental over-indulgence. Of course all the 
kindnesses shown by the fond mother, and the gifts 
which the girl needs not and cannot appreciate, are all 
bestowed with the best intent. But intended kindness 
is sometimes most unkind. Could not mothers well 
impress their daughters' minds with the practical con- 
cerns of life more, and less with tickle and frivolous 
things? Could they not sometimes impart a greater 
consideration and respect for those who have had 
poorer advantages? Should not every girl be inter- 
ested in some womanly pursuit which would give self- 



The Parent's Duty. 3' 



reliance, and should ever circumstances demand it, the 
promise of a livelihood ? 

Should we attempt to enumerate all the evils of ex- 
travagance, they would form too long a list ; but such 
as they are, they cau be set right only when people get 
correct ideas concerning expenditures, and practice 
self-denial well enough to live up to them. Parents 
should imbed habits of economy deeply in the minds of 
their children. Before leaving this subject, let us pre- 
sent a plan suggested last summer in one of our lead- 
ing magazines. 

"While in this country we give to our school-children 
rewards of merit, a certificate, a medal or a book, the 
most frequent prize in French schools is a savings 
bank-book with a small sum to the credit of the prize 
winner. The result is, as recent statistics published 
in France show, that comfortable fortunes have been 
built upon these small bank accounts. In over seventy 
per cent, of the instances where the bank account was 
established for the pupil, the habit of thrift was incul- 
cated and the accounts were continued ; while only in 
thirty per cent, was the desire to add to the account 
lost. * * * 

We ought to do this in America. Our children must 
be taught a different value of money than they at pres- 
ent have. And the beginning must be made by ceas- 
ing to keep up the nefarious practice of living up to 
our incomes. We must live this side of them. The 
French go on the theory that twenty-five per cent, of 
one's income must be saved. This is a good percent- 
age. All of us can do this if we can only make up our 
minds to do it. And if our schools could only be 



38 The Parent and Teacher for The f J nj»'f. 

induced to copy the French idea of giving bank-booka 

of small amounts to their scholars as rewards of merit, 
it would be infinitely better than the present system of 
giving hooks or medals. The American child must 
learn the lesson of saving. And the school-teacher 
can do much to impress this lesson." * 

This system of prize i> ^ iniz: i s surely far superior to 
ours, and is worthy of adoption in our schools. But, 
dear parents, in this mutter depend not too much upon 
teachers. We undoubtedly have our faults and frailties, 
just as you have yours, and we leave undone some o\' 
the things which we ought to do. Attend to this 
feature of children's education yourself. They are 
yours and the superintendence o\' their all-round devel- 
opment depends upon you. 



PROBABLY on moral grounds many people no long- 
er object to dancing when properly conducted. 

Hut after commending all its useful features, it must 
he admitted that dances do not make a favorable com- 
parison with some of the discarded old-time amuse- 
ments, as regards the development of men. 

It is a pity that the wholesome old-fashioned lyceum 
had to give way to more frivolous innovations. The 
lyceum was a laudable institution, and in its day the 
means of much good. Through it young people learned 
to declaim, and to write short articles for the lyceum 
paper. They gave the best their advantages permitted 
in burlesque, tableaux and music. They read standard 
books, and all were allowed to take pari in the debates 



* Edward K. Bok, ; -t\ Ladies? Home ./Vv/ /•»«(/, September, 189&. 



The Parent's Duty. 39 

in which "questions" were discussed with a thorough- 
ness and earnestness that would fairly vanquish most 
of our present dapper, up-to-date men. 

.lust how far-reaching the Lyceum was in its effects 
is difficult to say. It was a pastime that engendered 
thought and established confidence. From it many 
IVIame boys win have since attained honored stations 
drew their first inspirations; of this number the Chief 
Justice of the United States Supreme Court is a note- 
worthy example. No doubt this m >de of entertain- 
ment would seem tame t > s >me of our profuse young- 
sters, who, in some respects, seem to differ from the 
sturdy y >uths of fifty years ago. 

Yet if the Lyceum could be re-established, it w >uld 
ar >use the ambiti >ns, and reveal the merits of s >me 
boys a i 1 girls in such a manner as to prove itself a 
blessing through >ut their subsequent lives. Very 
true, it might not be fashionable. Conventionalism 
counts its slaves by thousands and hundred-thousands. 
They are only slaves. Along some lines there ever 
has been, and, it is possible, ever will be, an unlikeness 
between good taste and fashion. However, a person 
of influence wishing to do his village or community a 
favor, c mid. perhaps, do no better than to institute an 
old-time lyceum. It has helped make men. 



CHILDREN are the greatest gifts intrusted to mortal 
care, and their school-training is one of the most im- 
portant parts of their entire education. Yet how many 
parents there are who. thinking their whole duty lies 
in supporting a system and electing men to stand at its 
head, send their children to teachers and schools of 



40 The Parent and Teacher for The Pupil. 

which they know little, and never go to ascertain what 
their children are doing. Would any one of these 
parents entrust to a workman a work of far less im- 
portance and never see how it progresses ? About some 
matters, some practical people are decidedly impracti- 
cal. Nor is this statement a paradox. 

It would add greatly to the proficiency of our schools 
if the teacher and parent knew more of each other. 
Usually the teacher has but an imperfect idea of the 
child's home-life. Often the parent fails to compre- 
hend the purpose of the teacher. This is because they 
do not get acquainted, or, if they do, only in a casual 
way. Once a week, it may be, they sit beneath the 
roof of the same church, and occasionally they meet at 
some social gathering; and that is about all. Very 
true, the teacher in many a village is the recipient of 
considerable respect, but her or his real work is seldom 
half appreciated. 

Suppose the teacher was invited more into the home- 
life of pupils. What advantages would result? Leav- 
ing out the benefit of mutual friendship, the parent 
would better learn the' plans of the teacher, and the 
teacher would better understand the requirements of 
the scholar. Together they could better determine the 
needs of the boy, and work more intelligently to the 
end of making him a strong man. 

As another result, the pupil's regard for the teacher 
would become more sincere, and, because of encourage- 
ment at home, his efforts in school would become 
greater. After the day's school is over, Susie and 
Tommy would not be so likely to run home to tell some 
deed of injustice or partiality, committed by the 



The Parent's Duty. 41 

teacher ; and if they did, they would not have so much 
attention given to their complaints as is frequently the 
case now. 

Again, were parents and teacher better acquainted, 
it is probable that parents would visit schools. This 
is their duty, and for their neglect there is no excuse. 
Scholars would see the cordial interest taken in them, 
and becoming accustomed to visitors, would learn to 
work in their presence without embarrassment. More- 
over, people would get an intelligent idea of the wants 
and defects of the school-system — a subject of which 
as a whole, they are woefully ignorant. Whatever 
falls within the parent's notice, that could be im- 
proved, might be suggested in a nice way. No sensi- 
ble worker would resent this, but rather appreciate it. 
Very pleasant it would seem, compared with the fault 
from the outside, that most country school teachers 
have encountered somewhere in their careers. 

Contrary to a general belief, teachers are a very busy 
class of people. Instead of the six hours credited 
them, their day's work requires ten or twelve hours for 
its performance. Still, the most of us would appre- 
ciate invitations to the homes of our scholars. And 
we are willing to do all we can towards their promo- 
tion. 

Parents in some country towns ( only a few at pres- 
ent ) are showing their regard for teachers by giving 
an informal reception or a sort of party in their teacher's 
honor once a term or once a year. Not only a pleas- 
ant evening is thus provided, but higher appreciation 
and friendship are promoted. It is a pretty custom. 



42 The Parent and Teacher for The Pupil 

RIGHT here it is well t > say a few words about find- 
ing - fault with the teacher. Parents and tax- 
payers are justified in demanding good schools, bat 
with many we fear it is easier to grumble and gossip 
than to earnestly help regulate affairs that are going 
wrong. 

When you as a parent have any fault to find with 
the teacher, it is better for you to go directly to her 
and in a c mrteous, distinct manner tell her what it is. 
Perhaps it may be righted at once. If the teacher dis- 
agrees with you, impartially consider her reasons for 
doing so, bearing in mind that from hard-earned ex- 
perience she has learned much of school work and 
different scholars' dispositions. When the trouble is 
a matter of discipline, and the teacher seems unable 
t > control it, lend her your help and hearty support, 
even if it involves a certain instruction of unruly boys 
and girls at home. 

Remember ever that school teachers have feelings as 
sensitive to misjudgment and abuse as other people 
have ; that their position is often very trying, and al- 
ways a tedious strain on nerve and brain. Be consid- 
erate. In a willing, friendly spirit do all you can 
towards an amicable settlement of all differences before 
yon rehearse their history to all your dear, trusted, in- 
timate lady friends, before you expound the teacher's 
failings in the mighty assemblage of the village store. 
And if a real lady or gentleman, you will scarcely 
mention the matter at all. You may more properly 
enter your complaint to the superintendent. 

Let your conduct with school officers be governed by 
this same code of rules. In many Maine towns, if 



The Parent's Duty. 43 

these rules were carried out, there would be a decided 
improvement in schools. 

Some people in .Maine would now do well to stop 
their fault-finding with the new school laws. The town 
system has had a thorough trial in other states and its 
workings found most satisfactory. On the face of it, 
its merits are sufficiently strong. Without the shad- 
ow of a doubt, it is here to stay. More equality, better 
teachers, more efficient supervision, the abolishment of 
small schools and their union wiii others, greater uni- 
formity of grade and text-books, are some of the ad- 
vantages already apparent. 

No person of unprejudiced common sense would wish 
to go back to a system which divided the responsibility 
between the school-agents and "supervisor," or the 
school board ; a system in which the town schools could 
begin at different limes and every school be of different} 
duration. 

In almost every community have been a few clear- 
sighted, progressive men, who for a long time have 
persistently advocated the benefits to be derived from 
the town system, and they have urged its adoption. 
To these men we should be grateful. Scattered 
through our country are still a few grumblers who need 
to brush up their intelligence and try to see more of 
the beauty of this ever-moving world's improvements, 
else, using the pet phrase of one of our able politicians, 
they will get "speedily regulated to the rear." 

For a few years in some towns there will probably 
be faulty administrations of the law. But that will 
not be the law's fault. Some nations might live under 
a better constitution than that of the United States 



44 The Parent and Teacher for The Pupil. 

and still maintain a far inferior government. But it 
would not be the constitution's fault. 

When there is jealousy and disruption in the school 
affairs of a town (to the disgrace of some New Eng- 
land towns, school fights still exist), the most sensible 
action is to stop quarrelling; merely stop. There is 
not likely to be much progress in a campaign of war ; 
and parents cannot permit that their scholars shall lose 
any of the afforded advantages. In men's nature, at 
bottom, exists a love of equality and fairness ; and in 
every community, pugnacious though it be, if overtures 
are made with wisdom and in calm reason, this ele- 
mentary sense of right will prevail. If there is a 
serious attempt to settle differences sincerely and fair- 
ly, they will be settled. But if people must fight, let 
them pick up the cudgels over some other subject, and 
pound each other roundly, rather than contend in a 
contemptible contest in which all the hardest blows 
are sure to fall upon the heads of their children. 



WHILE the school term is in session, most of the 
scholar's time is needed for study* exercise and 
sleep. Parents should then discourage too great social 
activity for it is detrimental to the youth. It makes 
the student weary and unlit for school work, and he is 
liable to lose interest in his studies. If there must be 
a party or a dance, better plan to have it Friday even- 
ing or Saturday, and parents should see that the youth- 
ful participants are fully rested before Monday 
morning. 

To get the best results from school, scholars must 
be regular in their attendance. Nothing is so perni- 



The Parent's Duty. 45 

cious to a scholar's interest as to get his mind imbued 
with the idea that he can "stay out." Though the 
teacher be ever so efficient, she cannot fill the gap thus 
made. In a term of ordinary length if ten days are 
missed, the average pupil must lose one-third of what 
he could have attained, had he been present every day. 

* The parent ought not to be a party to anything 
like this. An irreparable harm is done the child. He 
loses something which he can never regain, nor which 
can never be regained for him. "The teacher ain't 
good for nothin', and the young ones are better off at 
home" is a time-worn and foolish excuse, and is usual- 
ly given by a slack, indifferent parent. Whether the 
teacher be perfect or not, it is good for the boy to 
know that he must go to school. Some parents have 
serious faults to answer for along this line. 

Absences always make school work harder and less 
satisfactory. 

In some cases the busy teacher would be justified in 
sending home the little mischievous scamp who comes 
to school merely because his mother does not want the 
trouble he would cause at home. It is a mistake to 
send children to school at a very early age. Until the 
child is six years old it is better for him to spend all 



* The fact that there are so few children in the common schools over 
thirteen years of age, should alarm all who believe that the safety of the 
Republic depends on the education of the citizen. Eight}' -seven per cent, 
of all the children found in the schools visited (two hundred rural schools 
in eight different counties of t^e State, visited by the State Superintendent) 
were under the age named above. This fact means that children are leav- 
ing school at much younger age than formerly. As far as could be learned, 
those who have left school are not attending other schools. The tendency 
to leave school and engage in some work, or waste the time in idleness, i* 
increasing each year.— Maine School Report, 1895 p. 24. 



46 The Parent and Teacher for The Pupil 

his time and energy in bodily development; and if weak 
or sickly, schooling should be postponed till seven or 
eight winters have passed by* 



PARENTS and citizens-at-large should bear in mind 
that they are an actual living part of the school- 
system ; that by them it is authorized and directed 
from broad into specific channels; and that through 
them it must ever receive its strongest support. Clear- 
sighted men are sure to take a pride in their schools 
and to cast their endeavors towards making those 
schools compare favorably with others, for they know 
that cheapsparing will not benefit the children nor the 
town. Places giving the most liberal salaries are likely 
to get the best instructors and accomplish the most. 
Teachers do not work purely as a matter of philanthropy. 

Parents should exercise a care concerning whom they 
elect for school officers. The best are none too good. 
None but those thoroughly interested in promoting' 
educational advancement and cognizant with its needs 
should be chosen members of the educational board. 
Hardly a greater calamity can befall a town's schools 
than a period of incapacity or misrule on the part of 
directing officers. 

If at all wise, parents will read the superintendent's 
annual report and consider its recommendations care- 
fully. They should be prompt to co-operate with 
school officers and teachers in all needed improvements 
and reforms. Let all encouragement be given school 
entertainments and graduations, and insist that scholars 
take part willingly in the same. When the custom 
once becomes well established, all trouble ( if there 



The Parent's Duty. 47 

was any ) ends. From this training pupils are assisted 
in getting that experience and self-confidence, more 
essential than the learning of books. And m >re, they 
nave something to work for, the attainment of which 
will be among the pleasant occurrences of their lives. 

People often fail to give this help, presumably not 
realizing how much they can help, nor the influence of 
this training upon young people's subsequent success. 
Every life is liable somewhere to have its turning-point. 
Events past and hopes to come are balanced. The 
beam inclines to the side "I can and will" or "I cannot 
and will not try longer." If parents wish their chil- 
dren to become happier, more well-to-do, more suc- 
cessful than they have been, they must give the girls 
and boys better privileges than they used to enjoy when 
young. Even if inconvenience must be endured, if 
sacrifice must be made, nevertheless children need our 
kind, sympathetic encouragement. 

The schools of our state were probably never in so 
good condition as now. But remember, parents, that 
their greatest need is not newer methods nor better 
books, but more attention, a more cordial interest and 
support from you. 



IN home-life it rests with parents to develop and 
strengthen the child's character, to guide him in 
paths of usefulness, to impress him with a purpose in 
life, to kindly and firmly restrain him from doing 
wrong, to make him a good man and a worthy, self- 
sustaining citizen. We do not expect the foregoing 
suggestions can be carried out perfectly, but if par- 
ents would only try, they could perforin them substan- 



48 Tlie Parent and Teacher for The Pupil. 

tially. The time wasted by many a New England 
country man is more than would be required in doing: 
this. Let the matter be once earnestly taken in band, 
and it becomes possible and practical ; ere long it pro- 
duces results and satisfaction. There is one word in 
which is expressed the sum of the whole. That word 
is duty. And this duty performed conscientiously and 
persistently will indeed induce children to become a joy 
and a blessing forever. 



A SOUND body is one of the prime factors of hap- 
piness and success in life. Upon it depends 
one's whole mental and physical endurance. Without 
it the person of average capabilities is undone. There- 
fore it is of first importance to eveiy individual to 
possess a goodly amount of bodily strength and learn 
how to conserve it, so that it may last the longer. 
And this is easy enough, if people would only do the 
best they know, heeding the lessons they ought to have 
learned long ago. 

What a person inherits from his parents, what he 
eats and drinks y the exercise and rest which be takes,, 
and the way in which tie does all these things makes- 
him what he is. These acts are vital concerns of liv- 
ing. Nothing could be plainer. Still there seems but 
a small chance for universal improvement in health, so 
long as people throw caution to the wands and blindly 
persue the same old trodden courses, inviting dyspep- 
sia, rheumatism, and the whole brood of diseases into 
their lives, to write miserable chapters there. Of the 
laws of cause and effect we careless, thoughtless peo- 
ple are apt to think nothing. We merely ignore the 



The Parent's Duty. 49 

cause, and when we feel its effects we attribute them 
to some physical demon that possesses us, instead of 
taking home the blame where it belongs. 

It may be said here — not lightly nor irreverently, 
but seriously — that there is but one way to live cor- 
rectly, and that way is to live scientifically. The laws 
of science are the laws of creation, and they govern all 
creatures and forces that therein are. God has estab- 
lished a plan of which we are a part. If we have in- 
herited strong bodies and live according to His plan, 
barring accidents, we may confidently expect long, 
healthful lives. If we wittingly or unwittingly violate 
His plan, though our endurances be ever so great, 
some day in some way we shall surely reap the conse- 
quences. Being responsible beings, w r e should consider 
ourselves as such. And we should act far more intel- 
ligently if we looked after our health, ourselves, instead 
of shifting it all off upon "divine providence," — a 
power that perhaps has nothing to do with our health, 
more than to give it to us and to provide the means of 
sustaining it, to be used wisely or foolishly, as we will. 

Pure air is as essential to life as the food we eat. 
When breathed into the lungs a part of the oxygen — 
the gas, which is the prevailing part of air — is ab- 
sorbed through the walls of the blood-vessels into the 
blood, uniting with the carbon of the digested food, 
which has also found its way into the blood by ab- 
sorption, and is carried to every part of the body. The 
action of the oxygen with the carbon is called oxida- 
tion, a term meaning about the same as combustion, 
or the burning of something. This process, not unlike 
the burning of coal in our stoves, only milder, gen- 



50 Tlie Parent and Teacher for The Pupil. 

erates the heat of the warm blood current that goes 
coursing through every artery and vein. 

Thus every day an average person gains rather more 
than twenty cubic feet, or nearly two pounds of oxy- 
gen, and loses a rather larger amount of carbon-dioxide,, 
which if retained would be injurious to the system. 

When we think of the matter we see clearly enough 
the need of pure air. But the real care is to get it in- 
stead of breathing the same air over and over again, 
until it becomes unwholesome. Probably every reader 
has entered a room from without in which the air 
seemed close and oppressive ; and some may have ex- 
perienced a dullness of mind, or a headache after stay- 
ing in it a while. Living almost constantly in this- 
vitiated atmosphere, as so many of us do, we rebreathe 
air that has served its use, and with it those waste im- 
purities which come from the body in the exhaled 
breath. They, once more entering the blood, act as 
irritants and slowly poison the blood day after clay, 
till our bodily energies become languid and nagging. 
Then is the favorable time for any disease to shackle 
itself upon us. And this course throughout is only 
natural, even if we do wonder at the ailment at last y 
and inquire how it came. 

Unfortunately there seems to be no practicable mode 
of ventilation that works well in every shop, office and 
home. Various plans are employed. An open fire- 
place is probably as good as could be desired, but is 
usually out of the question. For one room, a piece of 
board about four inches wide may be put under the 
lower sash of the window, thus forming an opening 
between the upper and lower sashes through which the 



'The Parent's Duty. 51 

air will gentry enter and diffuse itself through the 
room. This is the means of tenest recommended in our 
physiologies, and is as good as any home-made device. 
In winter, when this method is not feasible, the doors 
and windows of our living- and sleeping-rooms should 
be thrown wide open and filled with fresh air as often 
as there are opportunities. 

New Euglanders almost invariably heat their apart- 
ments too hot. Surely, exposure is detrimental to 
our welfare, but if we inured ourselves to a lower tem- 
perature — about seventy — during the cold season, it 
would promote our clearness of mind and general 
health. With coal stoves care should always be taken 
that no gas escapes out into the room ; and when fires 
are kindled with kerosene, the danger of the dreaded 
explosion is not so serious as that noisome vapor that 
sometimes pervades the air. In rooms heated by 
stoves the atmosphere quickly becomes drier than is 
healthful, but can be kept moist by keeping water in a 
receptacle upon the stove, so that it will slowly 
evaporate. 

The body derives its nourishment and growth from 
food. In the alimentary canal this food undergoes 
various changes, and finally its nutrive parts become 
so transformed and dissolved that they are ab- 
sorbed into the blood-vessels in the walls of the 
canal, coming at once into contact with the oxygen ab- 
sorbed through the lungs. Hence the importance of 
digestion is fully apparent. By it our food, so essen- 
tial to life, is prepared to sustain life. And if diges- 
tion be perfect, both mind and body can do their work 
easier, better, and not yield so readily to fatigue. 



52 The Parent and Teacher for The Pupil. 

Nothing can be more logical. Yet physicians tell us 
that the stomach is the most abused of all bodily 
organs. 

A duty of all parents is to see that their children 
live in the good air that God has so freely provided 
us, to see that they have all the plain, wholesome food 
they need, and that they eat it regularly and proper- 
ly.* It is often remarked that perfect health is seldom 
enjoyed except in youth ; and why ? According to 
nature's plan a person ought to have perfect health and 
increasing strength till long after middle life. But the 
simple truth is that from the very habits of childhood 
the bodily functions are more or less deranged, and 
seldom get the chance of setting themselves right 
again. Parents are not altogether responsible for the 
habits of their children in mature life, but they should 
be very careful that they do not pervert or hinder the 
physical development of their offspring in helpless 
childhood. And yet, is it too much to say that in this 
particular millions are at fault ? 

If this chances to fall into the hands of a parent so 
skeptical of truth, or so dull of understanding that he 
cannot appreciate the advantages which prudence and 
knowledge furnish us, yet for the sake of his children, 
we ask him to consider the last pages of this chapter. 

If you wish your girls and boys to form habits of 

* Just which foods are best ami which are not is a matter impractical for 
us to discuss. Indeed, it is something of which medical and scientific men 
would like to learn more. It is safe to say the plainer unseasoned foods, 
when properly cooked and eaten are hest, and that pies, takes, puddings, 
etc., are among the more harmful. In these advanced years everybody who 
does not know something of these matters should get a good book on 
hygiene and ascertain for himself the best known means of taking care of 
our physical selves. 



The Parent's Duty. 53 

strength and cleanliness, you must begin to inculcate 
these habits early, earlier than they would cominenee 
any other lesson. You must see that from the very 
beginning they have suitable attention, good air, and 
proper food. If these are not supplied as they ought 
to be, there will surely follow a greater or less detrac- 
tion of the child's physical powers. Such neglect is 
entirely wrong. There can be no doubt that this very 
negligence, coupled with misdirection, or lack of direc- 
tion in the preservation of health, is the cause why so 
many young people have enervated systems — bodies 
as unfit to support real happy, sparkling life as the un- 
strung bow for sending arrows. In these enlightened 
days not to realize and recognize these facts argues 
against your intelligence. 

Few things are more exasperating than to see a 
mother with her infant in her arms, trying to make it 
drink a little tea, or stuffing the unnutritious potato 
clown its mouth. But in many cases this is the way 
babies fare, and until they learn for themselves, their 
years of childhood and youth are directed as much by 
ignorance and as by any other agent. The following in- 
cidents may seem absurd to some readers, but to those 
who have a thoughtful, real interest in the develop- 
ment of good and strong children they will suggest a 
deeper meaning. They are fair examples of many 
like happenings, such as fall unasked within the notice 
of all observing people. 

One evening two little girls, each about ten years 
old, sat down to the supper table. They were allowed 
to do about as they pleased, and vied with each other 
as to who should eat the most of one kind of food upon 



54 Tlie Parent and Teacher for Tfie Pupil. 

the table, until they ate it all. After the meal was 
over one of the little g'irls ran to her mamma and ex- 
claimed : u O, mamma, we tried to see who could eat 
the most doughnuts, and I ate five and Katie five 
and a whole piece of pie! " "O, that's nothing," said 
the unconcerned mother, "now pick up the dishes 
from the table as quickly as you can." 

There is a little lad of eleven summers. His parents 
seem to love him more than the whole world besides. 
Being hardy, industrious country folk, they commence 
their work very early in the morning, but the litt'e 
boy, tired by his play of the day previous, is allowed, 
to s'eep till seven o'clock, just as all active children 
should. After arising, dressing, washing his face and 
hands very clean, and brushing his clothes till they are 
tidy and neat, he goes into the kitchen and toasts a 
slice of white bread for himself. Then from the c )ffee- 
pot left for him on the back part of the stove he pours 
a cup full of rather black coffee. The one slice of 
white bread with butter and cup of coffee makes his 
morning meal, and though he plays or studies ever so 
earnestly, it suffices until noon ; for this little fellow 
does not eat lunches. Probably the life he leads would 
have no detrimental effects upon a lad naturally stronger 
than himself. He began this kind of breakfasting 
three years ago, and now he is not so hardy as are 
most of his playmates at school ; he is not as well as 
he used to be, and his parents fear he will not grow to 
be a strong., robust boy. 

The foregoing merely illustrate an ignorance or care- 
lessness that is well-nigh universal. Would not any 
thoughtful person see that the first performance was 



The Parent's Duty. 



improper in any sense of the word? Would not any 
thoughtful parent know that a boy cannot well get 
along without a good breakfast? If such abuses were 
only committed once they would amount to very 
little, but when repeated as they are year after year, 
is it strange that bodily constitutions bend and fall be- 
fore them? Though the cause be ever so plain and 
the remedy ever so easy, if these children of whom we 
have spoken should grow sickly, their acquaintances 
would say they were unfortunate, for providence with- 
held from them one of its richest blessings : and fate is 
unkind to them, indeed ! And such would seem the 
ease, inasmuch as they were intrusted in dependent 
childhood to the keeping of parents who could not see 
the necessity of thought and care in rearing children. 

And still people will wonder at the penalty nature 
exacts for her broken laws ; still people, who from edu- 
cation and experience have every means of knowing, 
will say no harm can come to the body till the rules of 
health are broken ; and those of duller perceptions wil 1 
still insist that it makes no difference whether they are 
broken or not. 

As stated before, parents should cultivate natural, 
healthy appetites in their children ; cultivate, we say, 
just as you would bring out any other desirable feature 
of the child's education. And to do this you must 
give them plain, nutritious food to eat, instead of pam- 
pering their young appetites with all the sweet delicacies 
and spiced monstrosities which the cook-book tells you 
how to make. Children like this plain fare better, and 
complain of it less ; and is there any reason why it is 
not the easiest and most sensible? 



56 The Parent and Teacher for The Pupil. 

A breakfast is fully as essential, if not more so, 
than any other meal. And children, rather than get 
in the habit of going without it, better be sent back to 
bed till they are hungry. Many mothers do a great 
injury to their girls or boys by allowing them to play a 
forenoon, or go to school without eating anything, or 
even worse, after merely drinking a cup of coffee. 

Lunches serve only to derange the appetite and bod- 
ily functions, but that they do very effectually. For 
the time being they detract from the child's vigor, and 
no doubt, in the long run are the cause of many ills. 
Children who do not lunch feel better and are better in 
body and mind. A firm, kind spirit that persuades by 
reason, exercised for a short time by the mother, will 
break off this harmful, needless habit. 

Some people suffer inconvenience and worse from 
unsuspected deformities. AVhere the matter has been 
tested, it has been found that quite a percentage of 
scholars at school have imperfect eyes, causing 
headache and heaviness of mind. This can be at- 
tended to only by an optician. Then there are 
others whose shoulders are rounded or whose heads are 
held too low. Such boys are sometimes referred to as 
"shiftless." But in most cases, unless indolence is a 
natural heritage, the fault is simply because the muscles 
of the chest and neck in front are stronger than their 
opposites in the back. The stronger muscles pull the 
shoulders or head forward and destroy the nice balance 
of what might otherwise be a perfect figure. Were 
these children instructed to throw their heads and 
shoulders well back and keep the position for two or 
three minutes, to do this persistently, and to be careful 



The Parent's Duty. 



to think of maintaining good positions when walking 
and sitting, they would soon overcome this fault of 
form. The whole is usually caused by leaning over, 
or working in improper positions, and can be corrected 
by an exactly opposite posture. When anything hap- 
pens to a child's health, look sharply for the cause. 

Some people commit a fault in not keeping the home 
and its accessories in a sanitary condition. Upon the 
authority of a sensible old country physician, the drink- 
ing water in one-half of our wells and cisterns is wholly 
unfit for use. Perhaps no other one source is so pro- 
ductive of ill-health and disease as impure water, nor 
the cause of so many deaths each year. Yet this 
could in most cast's be prevented, if we were only 
thoughtful enough to attend to it in season. 

There are no duties more incumbent upon parents 
than those we have just considered. All who are not 
well informed in hygienic laws should take steps to 
learn them even as they love their children. The time 
is here when, instead of carelessness and dependence 
on old country whims, we must look to science. 



THE SUPERINTENDENT'S PART. 

Tlie world needs men. A time like this demands, 
Strong minds, true hearts, pure faith and ready hands, 

Men 'whom the lust of office does not fill; 
Men whom the biibes of office cannot buy; 

Men who possess opinions and a will; 
Men who have honor, men who will not lie ; 

Men who can stand before a demagogue, 
And damn his treacherous Mattery without blinking; 

Tail meu, sun crowned, who live above the fog, 
In public duty and in private thinking. 

Lowell. 

PROBABLY the schools of Maine will never quite 
reach perfection, but if we go resolutely to work 
we can improve them vastly. In this work, next to 
the teacher stands the superintendent, for upon him 
largely depends the union and progress of school 
forces. He should be a man capable of discerning the 
needs of schools, correcting their wrongs and abuses, 
and placing them upon the foundation stones of equal- 
ity, fairness and fraternity. The superintendent's re- 
sponsibility is as great as that of any other town officer, 
and often his position requires courage, judgment and 
decision. 

Town education has an object — the developing of 
children into thoughtful, practical, industrious men 
and women. As is the case in any other desired end, 
this can be accomplished best through a tangible, effi- 
cient organization. 

But in many towns there are no school grades. The 



The Superintendent's Part. 59 

schools are ungraded, a word that covers a great deal 
of confusion and wasted energy. Nor is there any 
reason for this, more than the fact that the ungraded 
system, having a century's prestige, has become cus- 
tomary and people have not yet awakened to the need 
of something better. Any school can be graded, even 
if three grades have to be in one room and one teacher 
instructs the three. The classes of the mixed school 
could well be sorted over, reduced in number and fixed 
in order or grade for the school year. This would be 
better for the teacher, since there would be more time 
to devote to each class, and better for the pupils, be- 
cause instead of allowing them to follow whatever they 
please, breaking off one study and taking up another 
at will, it would compel them to complete an orderly 
course. This is a line upon which more ought to be 
done. 

But it would be altogether proper for the superin- 
tendents of some of our village schools instead of put- 
ting more in, to consider the existing established 
grades. Many of them undoubtedly embrace too 
much. Most of them impose rather more work than 
can be accomplished thoroughly. A certain amount is 
prescribed, there is a certain length of time in which 
to do it, and it must be done. Others are coming to 
fill present scholars' places, and there can be no delay. 
If the class is dull and backward, or the time in suf- 
ficient, the teacher must take hold and pull and push 
and lift with her whole strength, and then the work be 
done but slightingly. Pupils quickly see this sham 
work in their education and are likely to grow peevish, 
indifferent, disgusted ; and if they hear the system ad- 



(!0 The Parent and Teacher for The Pupil. 

versely criticised by their elders, they may also lose 
their respect. 

Thus, as is obvious to all familiar with children's 
natures, they lose interest in their work and depend 
more and more upon the teacher — a very detrimental 
habit often learned at school — and impair their own 
originality and independence to a corresponding extent. 

We are unable to desribe how, at a teachers' conven- 
tion last autumn, State Supt. Stetson in his own in- 
imitable way illustrated this weakness of graded 
schools, but the idea is substantially as follows : The 
graded system may be compared to an inclined plane. 
In the commencement, the teacher carpets it with the 
prettiest, softest carpet she can procure. Then to the 
boy standing nearly at the foot of this inclined plane 
she indicates a place farther up, and says, "Come up 
here." Probably the boy does not move, and quite 
likely answers W T won't! " Then the teacher, lifting 
him by main strength, carries him up and drops him. 
And the bo} r falls into a heap just as if he were a limp 
tow-string. 

This is by way of illustration, of course, but it shows 
clearly the dispositions of many scholars, as they are 
acquired in our schools. That school- work is often 
done in a shiftless, spoiled way, and that it consequent- 
ly does not sustain the youth as it ought, are deplorable 
facts. Presumably the too indulgent parents are often 
partly to blame. When properly directed, no one seeks 
to bring accusation against the system itself. The 
fault is with the manner in which it is abused. The 
superintendent should see that there is just the right 
amount of work in it. And the teacher should make 



The Superintendent's Part. 61 

scholars walk up the inclined plane, and not let them 
get up to the top in any other way. 

As a rule, school officers are too lax in their methods 
of promotion. No scholar ought to be admitted to a 
higher grade till he has thoroughly mastered the 
lower course, for the very reasons that it is an nn- 
kindness to him, an injustice to the teacher of the 
higher grade, and hurtful to the whole school. It is a 
matter of business, not of sentiment, and should he so 
understood. Let scholars once know they must ad- 
vance through their own efforts. In some villages as 
affairs now stand, it would be better for all concerned 
to reduce the number of grammar schools, by taking 
enough pupils from them to fill one or two extra in- 
termediate rooms. 

* Where the graded system needs correcting it 
should receive it. One of the great questions is what 
is most practical to put in and what to keep out. 
When firmly and wisely conducted, because of its or- 
derly arrangement, it possesses marked advantages 
over any other form of school. The teacher — the 
real teacher — can use all the time successfully with 
disciplined, interested, and frequently, original schol- 
ars. And such a school is one productive of pleasure 
and profit. 

In connection wittfthe foregoing, it is proper to make 
mention of our Free High Schools. In many towns 
they already form a part of the organized graded sys- 



* Every town superintendent should consider the timely course of study 
found in the Appendix oi the Maine School Report (1895). It is to he re- 
gretted that this earnest, energetic, progressive repcrt canno 
ool officer and parent in the State. 



62 The Parent and Teacher for The Pupil. 

terns, the state contributing a certain part of the fund 
and the town the remaining portion. In most of 
these schools are taught history, book-keeping, higher 
mathematics, and some of the languages and sciences. | 
Quite a large number { of them fit students to enter 
classical colleges. Each school year is completed with 
a graduation, looked forward to with much interest by 
the pupils, as a fitting finale to their work. Moreover, 
these graduations receive cordial encouragement and 
financial support from both citizens and school officers. 
These facts speak well for progressive education in 
Maine. Such schools are a lasting benefit to any 
town, and the more desirable because they afford priv- 
ileges which many worthy boys and girls cannot pay 
for at incorporated academies and seminaries. 



EVERYTHING connected with the school grade 
should, in some sense of the word, be practical. 
Those branches which enlarge the information of the 
pupil and promote his all-round development are 
valuable. 

Not one boy or girl of twenty can give anything ap- 
proaching a comprehensive idea of one national con- 
gress, its duties, or even the duties of the President. 
Is it not a lack of sense to send scholars to our Amer- 
ican schools and teach them nothing tangible of 
American government, and but little of American law 
and traditions? Aside from fragments of United 
States history and a sprinkling of civil government, 
their rrad} T knowledge of this subject is very limited ; 



t See Maine School Report, 1894; p. 53. 

J Between sevcnty-five and one hundred (estimated). 



The Superintendent* s Part. 63 

and they form no adequate, reliable idea of foreign 
countries. 

Many a high school graduate does not know how to 
place the heading, the salutation or the body of an or- 
dinary business letter. Again, there are scholars who 
have "learned" page after page of physiology and hy- 
giene without a thought of its being intended for 
them, that they should apply the knowledge to their 
lives and get its benefit. After ' 'completing" grammar, 
perhaps the boy exultingly shouts, "I ain't got to 
study grammar no more ! " Indeed, such is not an in- 
frequent expression. And so it is all the way through. 
Taking up one topic after another and one of the rul- 
ing ideas seems to be that of going over something for 
the sake of going over it, rather than for any special 
purpose, or to apply what is learned to help accomplish 
some purpose. 

Certainly the teacher is partly responsible ; but the 
superintendent should eliminate such unnecessary and 
puzzling matter as seems best, so as to give the teacher 
the time she so much needs to instruct scholars in sub- 
jects and habits that will potently influence their minds 
and bearing before the world. And he should insist 
that teachers employ practical methods instead of 
sham-customs iu school work. Education must look 
not only to present but to future requirements. That 
surface knowledge which may enable a scholar to pass 
a good examination today is, after all, not so essential 
as the store of general intelligence that a young man 
or woman would like to possess when setting out in 
life. 

The old practice of "speaking pieces" should in no- 



64 The Parent and Teacher for Tlie Pupil. 

wise be discontinued. Pupils need to establish confi- 
dence in themselves, for it is most useful in after life. 
The majority of scholars think they do not like decla- 
mations and are sometimes allowed to have their way. 
Some teachers prefer to escape the extra trouble. Su- 
perintendents ought to make this a part of the school 
course and see that it is carried out. 

There are comparatively few scholars who can easily 
put their thoughts into nicely written expressions. 
Yet how many of the studies at school are as essential 
as this one? It is a most useful accomplishment, with- 
out which anyone can hardly write a good letter or an 
advertisement for the local newspaper. Composition- 
writing should have a place in every school, and be 
made a far more systematic study than it now is. Let 
it commence in the primary school in the shape of easy 
descriptions of familiar objects, and carried through 
every subsequent grade. Once taken in hand it calls 
out the youth's ideas in a way that will prove a lasting 
advantage. 

At graduations, instead of the old-time original es- 
says, the custom of giving selections from different 
authors is gaining ground each year, though as yet it 
may be confined to city graduations. We may well 
hope it will be confined to them, and that the couutry 
will not ape city customs. If the idea was simply to 
get up an interesting programme, this practice would 
do very well. But the real purpose is for the pupil to 
write an essay of his own, such as will bring out his 
mental powers and reflect credit upon himself, — a 
sort of climax to this school-course, as it were. Any 



The Superintendent's Part. 65 

procedure that curtails originality is unsatisfactory and 

stupid. 

There is but little good in scholars' using words of 
which they do not know the meaning. Yet this is 
common. In very many of our country schools the 
dictionary is not consulted half as often as ought to be 
the case. In connection with the reading lesson, it is 
advantageous for the class to look out the meaning and 
accent of some fifteen or twenty of the more difficult 
words selected by the teacher. Children should be 
helped about this at first and care taken that they only 
form such definitions as they themselves understand. 
Often the meaning of a word is well conveyed in a 
single synonym. It is also interesting to scholars when 
the teacher calls for synonyms of some of the more 
common words at sight. Dictionary work is especial- 
ly practical and valuable because it helps form a more 
definite knowledge of language and enters into daily 
conversation. And teachers are so backward in giving 
this matter sufficient thought, that superintendents 
should attend to it. 



TN nothing will the prudent superintendent take 
1 greater care than in choosing a new teacher. He 
will seek one live and progressive, perhaps one intend- 
ing to make teaching a permanent occupation. When 
feasible he will make the selection earl} 7 , and having 
secured a good teacher will retain her services as long 
as possible. From the Maine School Report are the 
following opportune suggestions : * 

"Employ the best teachers obtainable for the wages 



* For 1891; p. 45. 



66 The Parent and Teacher for TJie Pupil. 

you pay without regard to favoritism, but giving pref- 
erence when other things are equal to the residents of 
your own town, and giving due consideration to the 
wishes of those whose children will attend the school 
taught by any particular teacher. Employ for the 
whole school year whenever practicable and when the 
known qualifications of the teacher are such as to war- 
rant it. Employ new or unknown teachers for a single 
term with the promise of subsequent employment if 
satisfactory work be done." Before going into the 
school a new teacher should in a general way be ac- 
quainted with its work and needs by the directing 
officer. 

Between actual supervision and "going into school" 
twice a term there is a wide differenee. Two visits a 
term are not enough. Three, perhaps, are sufficient 
for most rural schools. When practicable, the super- 
intendent should make as many visits as seem neces- 
sary. Having placed the school in the hands of a 
teacher selected by himself, it is his place to give such 
help as he sees need of giving. In no other way will 
he be so likely to keep affairs directly in line. Some 
people go so far as to say that a good superintendent 
with poor teachers will accomplish more than a poor 
one with good teachers — without doubt an exaggera- 
tion ; — but the good superintendent surely does get 
things much nearer perfection than the indifferent 
officer does. 

He studies the needs of schools, and so far as possi- 
ble supplies them. He helps impress the schools with 
the necessity and beauty of thoroughness. If those 
little fellows who were so rude last term now take off 



The Superintendent s Part. 



their hats when entering the room, and answer "Yes, 
sir," and "No, sir," when replying to his questions, 
in his mind he quietly notes it down in favor of the 
teacher, and before going away he encourages them to 
do better still. He appreciates his teacher's strong 
qualities and next year may show his appreciation by 
placing her in a higher school. If he sees defects and 
mistakes he kindly criticises the same and suggests the 
best means of remedying them. Especially ought his 
spmpathy and good will to go out to inexperienced 
teachers. Every one must make a beginning, and 
young teachers deserve the more consideration because 
their zeal has largely made up for the lack of experi- 
ence and enabled them to do a good work in the past. 
The kind, courageous superintendent will always try 
to help his faithful teachers in every way. 

It is only a justice to teachers that the old way of 
giving each teacher mention in the annual school report 
is so nearly a thing of the past. In them used to be 
printed some cruel statements, assertions misleading 
and unfair. 

Unnecessary to say, scholars quickly appreciate any 
little favor or kindness the superintendent may show 
them. And it is his duty to see that they are not com- 
pelled to memorize long mathematical rules and end- 
less series of definitions, and moreover, that they 
have suitable intermissions. A fifteen-minute recess 
in both forenoon and afternoon and one and a half 
hours at noon are practicable for country schools. As 
a matter of economy or health, children should not be 
required to study more than an hour and a half at a 
time. 



68 The Parent and Teacher for The Pupil. 

The growing practice of not commencing schools till 
the middle of September and completing the school 
year by the middle of June, is most commendable. 
The three or four weeks of warm weather thus avoided 
are the hardest of the year for pupils and teachers. 



;\/E know that parents as a rule seldom visit 

r V schools.. 

Suppose some afternoon the superintendent meets 
his friend Jones on the street and after accosting him, 
says: "Jones, I've just come from school; we are 
having a line school. Why don't you go in some 
day?" 

;t I would like to, but my business keeps me at work 
all the time," answers Jones. 

"Oh, well," rejoins Supt. Smith, "Let your business 
go for an hour some time, and see what a good school 
we have got." 

A few mornings later Smith meets Jones again and 
inquires : 

"Well, Jones, haven't you been into school yet?" 

"No; haven't any time," replies Jones, laconically. 

But afternoon comes. Jones, lamenting a dull 
head, sits at his desk with a ledger before him. Sud- 
denly comes the idea, "Why not leave these accounts 
and see what Herbert is doing at school?" No sooner 
thought than done ! He resolves to spend an hour in 
school. Soon after his arrival he forgets his aching 
head and becomes so interested that he stays the whole 
afternoon. Of course this is helpful to the school, for 
Jones is enthusiastic in his praises of it. Besides, he 
himself <>ot some new ideas. 



The Superintendents Part. 69 

Would superintendents urge parents to visit schools 
more, they would at least do some good. 



PROBABLY there are no model school-buildings 
such as would please everybody. But let us 
study some of the plainer requisites of a serviceable 
set, adapted to the requirements of village and country 
schools. 

The schoolhouse should be pleasantly located on 
high ground. Around it and inclosed by a fence should 
be a spacious play-ground really large enough for 
scholars to play in without trespassing on neighboring 
lots. Everything about the premises should be kept 
tidy and clean. .All school-rooms — natural recepta- 
cles of dirt and crayon dust — should be thoroughly 
cleaned after every term, instead of once in three 
terms. All damp, decaying matter should be removed 
from the wood-shed, and other out-buildings kept in 
order and covered every year with a new coat of paint. 
For the sake of economy and good appearance, every- 
thing about the school property should be kept in per- 
fect repair. All these things are likely to occasion 
superintendents additional trouble, but health and 
economy demand it. 

A more difficult matter is to get a constant supply 
of good air. Perhaps this is the reason why so many 
school-rooms, aside from doors and windows, have no 
means of ventilation, and so very few an adequate sys- 
tem. Nevertheless it is most important that without 
a perceptable draught, the impure air shall go out and 
fresh air take its place. The brightest scholar cannot 
work so well in a vitiated atmosphere, and the best 



70 The Parent and Teacher for The Pupil. 

teacher cannot prevent her school from becoming- dull. 
Looking at the subject in a wider and more essential 
view, there never has yet been a satisfactory exhibi- 
tion of the effects, temporary and lasting, which ill- 
ventilated school-rooms have wrought in delicate and 
sickly children. One of the most important duties of 
the school board is to see that all scholars when in 
the school-room can be supplied with pure air. 

In cold weather school-rooms should be furnished 
with some system of steady, uniforn heat. Steam or 
hot water heat is the best and most economical in many 
instances, but when neither of these seems practical, 
a good coal or wood stove should be provided. We 
say a good stove, because so many of our school houses 
have old worn-out pretences that outlived their useful- 
ness long ago and are now sources of almost constant 
annoyance and discomfort. 

The pupils desks should be adapted to those who 
have to sit in them, not being so low that the occupant 
will feel tk cramped," nor so high that the feet cannot 
rest fairly upon the floor. They must be near enough 
together so that the pupil will not have to lean for- 
ward in studying the book which lies opened before 
him. School life is not designed to bring on deformi- 
ties. The desks should face the part of the room with- 
out windows, the light entering the room behind them, 
so the strain on the pupils' eyes need not be unneces- 
sarily severe. A substantial desk large enough and 
strong enough for the accommodation and protec- 
tion of all her school-effects should be provided the 
teacher. 

All school-rooms should have sufficient blackboard 



The Superintendent's Part. 



space. Blackboards may well extend around the 

room, excepting the door and window spaces. Often 
in a progressive school of twenty-five scholars, two 
hundred and fifty square feet of space is none too 
much. 

Besides there should be a well-chosen and ample 
supply of charts, wall-maps, globes, geometrical solids 
and other needed illustrative apparatus. All these 
thing's are essential to the most thorough work and a 
great convenience to the teacher. 

Whenever the financial standing of the town per- 
mits, the school should have a piano or an organ, and 
vocal music be a part of the prescribed course. It is 
a pity that so many of our schools, that might accom- 
plish a great deal in this way, do so little. Music is 
more practical than many of the topics taught scholars. 
It has its own peculiar, enrapturing charms, elevating, 
ennobling, refining; and its influence can be appreci- 
ated by all classes of people, as well as by those only 
who are rich or profoundly learned. 

A suitable book-case — a chest is not the thing — 
for books belonging to the town should be in every 
schoolhouse. In it the books may be kept convenient- 
ly and orderly, and those not in use safe behind lock 
and key. All school books should be numbered and 
catalogued and arranged so systematically that the 
whereabouts of any volume can be ascertained at a 
glance. The teacher must know she is responsible for 
books, and when any are taken from her school to an- 
other they must be credited to her account. All this 
may seem very simple, yet it is a task; and perhaps 
the citizens of many towns would be surprised to know 



72 The Parent and Teacher for The Pupil. 

the carelessness and loss there is in the handling of 
town books. 



N 



O duty is more incumbent upon the school board 
than the supply and retention of the fittest text- 
books ; nor, considering the vast array to choose from, 
is there any duty requiring nicer judgment and firmer 
decision. It is unwise in the extreme to give a few 
dollars too much consideration, or to heed the plausible 
claims of rival agents — for school-book politics now 
run high, — but to examine carefully what they repre- 
sent as their best works and independently select those 
which seem to be the most logical, up-to-date, and 
adapted to scholars' requirements. To get the best 
books should be the prevailing thought. If there is 
any great difference as to cost, quite likely it is because 
the publishers wish to unload an edition going out of 
use. When standard works are bought there is no 
great choice between the prices of different companies. 
In every town school system ought to be a library 
for reference and general reading. A large dictionary 
is now held to be a necessity in every school, — yet how 
many schools are without one. Mention the idea of 
having an encyclopaedia and other needed reference 
books and someone is sure to say: "Oh, yes, no doubt 
they would be helpful, but not many towns ( meaning 
the adjoining two or three towns, of course, ) have got 
them yet, and we had better wait for some of the 
others." Broach a plan for a school library, and it is 
safe to say many people would condemn it without re- 
serve, declaring that pupils at school had better confine 
themselves strictly to school-books and nothing else. 



The Superintendent's Part. 73 

Suppose we study this subject more critically. Be- 
ginniDg, can any one of us think of any great, high, 
unsurmountable obstacle ( meanness and negligence ex- 
cepted ) why almost any intermediate room and 
grades above should not have a suitable dictionary? 
Going farther, when the pupil in his reading lesson 
sees a casual reference to Joan of Arc, naturally he says, 
wk J would like to know more about her;" and if there is 
an encyclopaedia in which he can find what he wishes, 
must we not admit that he has added to his store of 
knowledge? Or again, when he studies about oxygen 
and would like to know more about it, can we say 
otherwise than that the encyclopaedia is a useful agent 
in promoting the boy's general intelligence? 

But we will go farther. Last June a dear boy, the 
pride of his parents, graduated from the excellent high 
school which his village supports. Now he has just 
returned from a visit, and says, tk I must have books 
to read. Mr. Brown tried to talk with me concerning 
some of the works of Hawthorne and Stevenson and 
Hugo, and I couldn't converse well because I knew so 
little about them. And one of Uncle John's friends 
tried to discuss European affairs with me, and he made 
mention of people and places that I ought to know all 
about, but if I ever heard of most of them I have en- 
tirely forgotten them. I was disappointed with my- 
self, and somehow couldn't help thinking everybody I 
met was surprised to think I am going to enter college 
this fall and yet know so little." 

Is there anyone so blind as to say that that boy during 
his grammar- and high-school days did not need books 
for general reading, and that he would not now be a 



74 The Parent and Teacher for The Pupil. 

broader student, had he had them? Is there any one 
who still thinks that education is merely that profi- 
ciency and knowledge of certain subjects acquired in 
the grammar school, the fitting school and the college? 
— nothing more? Happily, people are recognizing 
more fully the need of a more general intelligence 
gained from reading, conversation and reflection. 
Some may say it, is each parent's duty to provide his 
own children's books. Very true; but it seems this 
boy's parents did not do that. And there are thou- 
sands of other parents in our State who do not. 
When we find affairs not as they ought to be, we must 
make the most out of them as they are. Proper books 
in the hands of the young are mighty agents, promot- 
ing pleasure, readiness, strength, character, and width 
and depth of mind. Through the influence of books, 
youths are likely to become better citizens. 

A few enterprising Maine towns have founded school 
libraries; yet of the whole number, how many? Every 
town ought to have its library. Until we have more 
of them there will remain a serious hinderance to a 
universally symmetrical education. Without a good 
supply of books, the majority of people are unlikely to 
gather so much of that varied information as is good 
for the general weal of the nation. Here is a field in 
which interested superintendents can work. They can 
do missionary service, overcoming opposition, present- 
ing the necessity of such institutions, warming public 
sentiment towards them. They can help get up school 
entertainments, the proceeds of which shall make the 
beginning. In their reports they can recommend their 



The Superintendent's Part. 



towns to vote twenty-five or fifty dollars to help the 
purpose along. 

In any village a fiftieth part of the money expended 
in pleasures and luxuries would he ample to put into 
the enterprise that we are considering. The task 
would not be hard when taken in hand enthusiastically 
and courageously. In these days of abundant litera- 
ture a choice library of respectable proportions may be 
collected in a short time. And through the years that 
follow it would grow and become a monument to some 
of the world's benefactors. 



OUR State system contains an awkward feature. 
The school year the country over begins in late 
summer or early autumn, and schools usually graduate 
their classes in June. 

Our fiscal year commences in March when town offi- 
cers are elected. Soon the superintendent is chosen, 
and in March or April teachers are engaged for the 
summer term, or the school year. Thus it quite often 
happens in this summer term, the last term of the 
school year, that a new teacher takes charge of a school 
with which he was previously unacquainted. He has 
to complete work which he did not begin, and in some 
schools pick up the threads of graduation plans with 
which he had nothing to do. Both teacher and school 
are placed at a disadvantage. Without further com- 
ment this is obviously a poor arrangement. The matter 
should be presented to citizens in school meeting and 
a plan formulated, so that teachers can begin work at 
the commencement and close at the end of the school 
year. 



70 The Parent and Teacher for The Pupil. 

The school superintendent must take as much inter- 
est in his work as he expects his teachers to take in 
theirs. To him is entrusted the system through which 
intelligence is augmented and character molded. Upon 
him the system's excellence depends. To this end he 
must court the co-operation of citizens and expend their 
money wisely. He must keep in touch with educational 
works, reading educational literature and above all 
else the recommendations and statements contained in 
the State Superintendent's Annual Report. And he 
must keep in harmony with youthful minds so that he 
can be pleasing to them, and they in turn will respect 
him and his wishes. 



THE SUCCESSFUL TEACHER. 



The twig is so easily bended 

I have banished the rule and the rod; 
I hare tatlght them the goodness of knowledge, 

They have taught me the goodness of God. 

C. M. Dickenson. 

If I were obliged to leave off preaching and the 
other duties, there is no office I would rather have than 
that of school teacher ; for I know that this work is 
with preaching the most useful, the greatest, and best ; 
and I do not know which of the two is to be preferred. 
For it is hard to make old dogs docile, and old rogues 
pious ; yet that is what the ministry works at, and must 
work at in great part in vain ; but young trees, although 
some may break, are more easily bent and trained. 
Therefore let it be one of the highest virtues on earth 
faithfully to educate the children of others who neglect 
it themselves. 

Luther. 



T I THEN children go to school we are not to suppose 
V V their lives are like sheets of blank paper upon 
which the teacher can easily write lessons of future in- 
dustry and usefulness. Far from it. Before they 
pass through the schoolhouse portals, their parents 
have indelibly stamped the prints of good or evil upon 
their baby lives which no one can wholly erase. In- 



The Pair nl and Teacher for The Pupil. 

born characteristics, whether of brilliancy or stupidity, 
worthiness or nnworthiness, virtue or vice, are bound 
to have a potential influence. The teacher miist make 
the most of her pupils as they are, impressing and exem- 
plifying those traits which she would inculcate in them. 
tc It is the teacher's spirit which inspires her pupils to 
the love of learning, to right action, to earnest doing; 
her thought directs, her knowledge informs, her skill 
instructs, her will governs."* She is a leader instead 
of one to be led. 

Luther, the reformer, clearly understood the true 
purpose of education, notwithstanding the fact that he 
lived two hundred and fifty years ago; "bent and 
trained" in the sense in which he used it expresses 
as much as many written pages. Although she cannot 
erase inherent faults, the teacher can make them less 
conspicuous and influence the lives of her pupils to 
higher planes and nobler desires ; she can instill habits 
of care, exactness, clearness, and encourage youth to 
make the most of what is in them. Her work is not 
merely to impart mental training from books, but a 
real and lasting acquaintance with practical things, to 
develop high moral character, to evolve, if it may be, 
an able, always, a well-meaning, industrious citizenship 
for the world. Truly our profession is a noble one, 
its influence incalculable and without end. 

School teaching is largely a matter of disposition. 



* Maine School Report (1894). 

I hope some of the features of this chapter may prove helpful to young 

teachers, and possibly interesting to those more practiced in the work, as 

We often learn from each other. Otherwise I should bnrdly venture to :i< I- 

dress my fellow-teachers, so many of whom are m\ superiors in experience 

i ducation. 



The Successful Teacher. 79 

To attain to the highest excellence of which she is cap- 
able, the teacher must study child-nature until her un- 
derstanding is so deep that she can profit by it; she 
must cultivate a friendliness for children, and get 
thoroughly in love with her work ; must ever seek to 
improve her education and broaden her general in- 
formation ; must discipline herself, overcoming and 
guarding her faults, perfecting her fitness ; must be 
discrete in employing methods, perhaps testing them 
only casually at first, till she can better determine their 
merits ; must persevere till her judgment, tact, clear- 
ness, accuracy and controlling power become like in- 
herent parts of her disposition, entitling her to an 
honored place among the instructors of children. Also, 
the teacher should possess a strong, independent char- 
acter and sound health, a blessing of which too many 
teachers are careless. Intelligence, thorough work, 
in a w r ord, success, comes only through persistent, 
dauntless effort. 



w 



HP]N the little scholars enter the primary school 
they must be impressed with the necessity of 
obedience and good behavior. They must obey every 
command willingly, cheerfully, implicitly, and without 
hesitation. And this must be insisted upon up through 
successive grades, so that the pupils may become ac- 
customed to work under a wholesome discipline, advan- 
tageous to all concerned. Scholars should be taught 
to stand and sit properly, to move promptly and quiet- 
ly, to speak distinctly and gently, to attend to their 
work dilligently. During intermission they should not 
be allowed to play too noisily and violently indoors. 



80 The Parent and Teacher for TJie Pupil. 

Better that rough play be carried on outside. Rainy 
days a quiet, interesting game of some kind in the 
school-room, and a little tact on the part of the teacher 
will go a long way toward preserving quiet. 

The school should be a school of good manners, as- 
well as of mind and character building. A boy should 
remove his hat from force of habit whenever he enters 
the school-room ; and all girls and boys should clearly 
understand the advantages gained from easy, pleasing* 
manners and a considerate, unselfish respect for school- 
mates and teachers. 

The lack of authority and sound discipline is felt in 
many of our schools — perhaps the majority of them. 
The interest which the teacher arouses in school work 
may be a great help in the matter, and self -government 
which should be commended to scholars and encour- 
aged, may become another potent factor; but beyond 
these the teacher must let the scholars know that her 
strength is ample, that her readiness and firmness are- 
equal to all occasions. Just how children do it no one 
seems in a hurry to explain, but they do have a way of 
applying their measuring-rods to their elders and de- 
termining strong' and weak qualities with an unerring 
accuracy. 

Not very long ago a large intermediate school boy 
who had been kept after school, upon coming out, said 
to one of his companions, " I was planning to get out 
early and go skating ; and wasn't I mad when she told 
us we must stay and get that lesson over again. But 
then," he continued philosophically, " I knew we would 
have to get it and might as well laugh as cry." Un- 
consciously that boy uttered a splendid testimonial of 



The Successful Teacher. 81 

his teacher's fitness. If she had been habitually slack 
or inefficient, he probably would not have taken so 
sensible a view of the matter. 

Some teachers while giving a reprimand seem to get 
nearer the scholar's heart. The very best punishment 
is that happy combination of reason and reproof that 
discourages the bad and helps the good. But when 
this fails a severer method may be employed, nor 
should it be too long delayed. Perhaps in some cases 
the birchen rod has not quite out-lived its usefulness. 
When it is employed it should be taken in hand as the 
very last resort and used discretely, but with a will. 
It is apt to do a refractory boy lots of good and quite 
as apt to do the teacher harm. Those teachers who in 
some way manage to antagonize their scholars get into 
numerous difficulties, while but few of those who gov- 
ern firmly, decidedly and energetically ever encounter 
serious trouble. In these two thoughts is food for re- 
flection. 



ONWARD and upward we must hold our course. 
No teacher as a practical matter of business 
can afford to miss teachers' meetings, conventions, 
etc., or to do without a regular school periodical and 
two or three good books on educational subjects each 
year ; for they make the teacher who knows how to use 
them a far stronger teacher, assuring her greater suc- 
cess and a better position. Those excellent publica- 
tions whose purpose is the diffusing of improvements 
and newer methods are indespensable to the pro- 
gressive work of the live instructor. 

The more one has to do with teaching, the plainer 



82 The Parent and Teacher for The Pupil. 

does that person see the amount of work involved and 
how much must be learned from different sources in 
different ways to make a fit teacher. It is not within 
the plan of this chapter to treat of methods in any 
other than a very general way ; and the few suggestions 
presented are chieliy for inexperienced teachers. 

Briefly, the objective should not be sacrificed to the 
subjective, and vice versa. Years ago education con- 
sisted chiefly of committing to memory. Set, inflexi- 
ble questions, and committed answers were in vogue. 
The lessons in the text-books were assigned and schol- 
ars compelled to learn them whether they could under- 
stand the meanings or not. The memorizing of endless 
definitions and ninety and nine needless rules was in- 
volved. To many dispositions this work was tedious 
and almost unbearable, — well calculated to create a 
dislike for school. The system served to discipline 
the mind along purely mechanical lines, but was not 
valuable in training independent thinkers, i. e., if one 
thought in an independent way, they did so in spite of 
the system instead of being guided by it. The pupil's 
ideas necessarily conformed too closely to the author's 
to greatly stimulate individual expansion. In the light 
of more recent years the defects of this memoriz- 
ing and catechising method are plainly apparent. It 
carried the subjective system too far. 

Now has come a sharp, significant change. No 
longer do progressive workers spend so much time in 
the memorizing of sections and rules, as in looking 
at the thing itself. No definition of a pyramid or a 
cube gives the child so clear an idea as tiie figure itself 
when placed in his hand ; no description of a draft so 



The Successful Teacher. 83 

patent as the draft itself ; no section of text-matter 
can convey as comprehensive an idea of Niagara Falls 
as a half dozen good engravings. Many things, ob- 
scure and almost meaningless to the pupil, become 
plain by illustration. 

In arithmetic the teacher cares not so much for the 
set directions of the text book, as for the pupil's un- 
derstanding of the relations and purposes of numbers, 
and aptness in stating the reasons for his work in a 
concise, logical way. * Or in geography none of us 
would punish the pupil by requiring him to learn by 
heart page after page of the text, as some of us had to 
do, but rather present the more essential parts so clear- 
ly as to firmly imbed them in his mind. We would 
make the subject so interesting that with encourage- 
ment he will read, compare and think for himself, thus 
calling out and widening his ideas. And so with other 
studies. 

The present advanced methods of teaching foster 
acuteness and quickness of the observing and reason- 
ing powers. No doubt that as a system it has marked 
advantages ; but it also has its imperfections. In the 
end it will be carried too far, and then will come the 
inevitable reaction. 

One drawback lies in the fact that some scholars, 
ever ready to seize an advantage are loth to enter into 
the spirit of work, but attempt to squirm out of every- 
thing which they are not expressly told to commit. 
However, it is only just to say that this is not always 
the pupil's fault ; but if the scholar does not take an 



* In no study can the back text be reviewed in a colloquial manner to 
better advantage than in geography. 



84 The Parent and Teacher for The Pupil. 

interest, his education may not enter far beyond the 
surface. Acuteness, readiness and self-reliance are all 
valuable to their possessors, but width and depth and 
strength of mind are needed to sustain these charac- 
teristics ; and depth of mind is well acquired through 
subjective education . 

From what has perhaps been a too narrow field of 
observation, it has seemed to the author that those are 
the best teachers who give considerable heed to mem- 
orizing, carrying out the main plan of the text, ex- 
plaining and illustrating as they go, and causing their 
pupils to reason, explain and illustrate. The scholars' 
understanding seem more substantial and lasting. In- 
stead of a mere smattering of this or that, they seem 
to be sure of something. The subjective system seems 
to aid the objective in 'developing real, sustaining 
strength. 



TI I E successful teacher is necessarily adept in con- 
ducting recitations, in seeing needs, and devis- 
ing ways and means. This faculty is the keystone of 
the entire arch, and, in truth, is a work of fine art. 
Specific directions for conducting class work must fall 
far short of the mark. However, it may be expedient 
to offer the following generalities. 

In the profitable recitation the pupil must perform 
work and answer questions promptly, obey implicitly, 
be worthy of "his teacher's confidence, depend on him- 
self, and do his best always. He must understand he 
is working for himself, and thoroughly prepare his les- 
son before coming to the class. 

The teacher must not attempt the recitation until 



The Successful Teacher. 85 

she knows just what it involves, and has a clear idea 
of the way in which she will present it. Otherwise she 
is liable to bungle, confusing the scholar instead of 
elucidating the lesson. Moreover, she must consider 
her pupils' individual needs, capabilities and defi- 
ciencies, so that she can help each scholar to good ad- 
vantage. And she must discriminate between the 
practical and impractical, the possible and impossible. 

From the beginning the teacher must be interest- 
ing enough to hold the attention of the class ; but if a 
pupil is persistent in turning his mind to outside mat- 
ters, he should be made the subject of extra attention, 
and perhaps he should be reasoned with and reproved. 
Careful attention to this is important, and the habit 
must be fixed, be the trouble and cost what it may. 

The teacher must be apt in illustration. Yet it is a 
mistake to illustrate and talk too much. When the 
subject under consideration encourages it, the recita- 
tion can be carried along on colloquial lines to great 
advantage. This method is more engaging and enter- 
taining. It stimulates the pupil's observation and 
thoughtfulness, rounds out his ideas and is not so eas- 
ily forgotten. Care must be taken that scholars ex- 
press exactly what they mean in language concise and 
correct. When they have not been in the habit of 
doing this, they will quickly learn to use only proper 
expressions if the teacher always corrects their mis- 
takes and faults. Class discussions, aside from their 
subjects are most useful, because they learn (should 
learn) children to converse easily, even elegantly, and 
without embarassment. 

Pupils learn to do by doing. In mathematics noth- 



86 The Parent and 'readier for The l*v/pil. 



ing is so valuable as a thorough, systematic drill at the 
boards. The performed work may be used as the ba- 
sis of questioning, reasoning and explaining, the same 
care being taken that both the observing and reflecting 
powers be brought into action, and that all statements 
are logical and straight to the point. Neglect in this 
matter is clearly shown in the fact that one-half ol' our 
advanced scholars in school, if asked to do so, can not 
in well chosen, correct terms, promptly state the differ- 
ence between a square and a parallelogram. 

In every recitation something should be impressed 
thoroughly upon the mind. That is the purpose of the 
recitation. Thoroughness should pervade the whole 
work. The following good advice to superintendents 
is better still for the consideration of teachers. * "The 
utmost thoroughness of work should be insisted upon 
in the instruction o[' all the schools. Teachers should 
be required by constant and thorough review work", to 
keep their pupils constantly ready for examination in 
all the work o\' the term: and systematic and thorough 
examination o\' all schools should be had at the end o{' 
each term's work. The work o\' every term should be 
SO thoroughly and completely done that there will be 
no need o( doing any o( it over again in subsequent 
terms." 

At no time is it advisabls to take up more text than 
can be utilized and applied. It is a shame that so 
much o\' the pupil's time is thrown away, even in fun- 
damental branches like geography and grammar; and 
this, because the idea is to get over something instead 
iA' getting an understanding of subjects and how to 
• Maine School Report, L894, p. 47. 



The Successful Teacher. 87 

make them useful in after life. All work should be 
connected with its purpose. "Do loss and do it bet- 
ter," would be a good motto for many teachers. 

Iu illustrating principles and facts, the teacher, so 
far as seems consistent, must use familiar objects, and 
interest her pupils by tactfully drawing from her store- 
house of information. She must make the difficult places 
plain by explaining them again and again, if really 
necessary. Illustrations not easily comprehended had 
better not be employed, as they are liable to squelch 
whatever insight and interest the pupil has in a subject. 

The skillful teacher talks enough and not too much. 
Everything must be to the point. But the scholar 
must be encouraged to do for himself all that he is 
capable of doing. For if self-dependence is not learned 
in youth, one of the greatest lessons must be learned, 
if ever, in after life. 

Every class entering- a higher room from a lower one 
brings some commendable features of class work incul- 
cated by its teacher. And the thoughtful, appreciative 
higher-grade teacher will continue these features lest 
they be soon forgotten. 

Pupils must not get the idea that the teacher is to do 
the reciting instead of themselves. They must not be 
allowed to bluff, or to guess at answers. By word, or 
tone of voice the teacher's question must in nowise im- 
ply the answer; nor must she in this way or that way 
suggest the desired reply. Indeed, fellow teachers. 
this is one of the great subjects of which we must 
think more, learn more. Many, very many of us do 
not realize how miserably we conduct our recitations. 
Let [MPROvement be our watchword. 



88 The Parent and Teacher for The Pupil 

OUR scholars would learn a great deal more if there 
were reading tables in all grammar and high 
school rooms. That many parents would object stren- 
uously to such Lnovations there can be little doubt. 
Nevertheless the children of these very same parents 
are ignorant of the institutions and forms under which 
we live. The reading table is needed. One clean, full 
daily newspaper, or better, two, so people of different 
political belief may be satisfied, should be provided ; 
also one or two good weeklies and as many monthly 
magazines. 

* When periodicals are in the school room, many 
scholars o\' their own accord will read and gain more 
or less; but the plan must go further. Fifteen or 
twenty minutes of each day in school can in no other 
way be used so profitably as in the learning or the re- 
viewing o\' yesterday's occurrences. The teacher may 



* I may be pardoned, I hope, for inseiting this list of publications which 
has been used successfully : 





FOB THREE MOS, 


Boston Daily Herald, 


$1.50 


Boston Daily Journal, 


1.50 


Public Opinion (weekly), 


.65 


Youth's Compaiou (weekly), 


.4.') 


Cosmopolitan (monthly), 


.30 


Review oi Reviews (monthly), 


,7d 




$5.15 


stationery and postage, 


.20 



$5.35 
In this case the scholars and their parents subscribed the required mon- 
ey. Out' State paper ought to have been added to the list. It is better that 
the illustrated comic magazines form no part of the scheme. Many pf then- 
pictures aDd jokes are in poor taste; all that glitters is not gold. Besides, 

school has no time nor place for stories of tramps, silly kve-talk and abuse 
of public men. 



• The Successful Teacher. 89 

ask such questions as seem best, make such explana- 
tions as seem necessary, and be sure t > give the seh >•>! 
something to read and think about for the morrow. 
Pupils in history would know ever so much more about 
Congress and the President, our laws and customs, 
the government of our own State, and our prominent 
people, if they from day to day followed the record of 
current events. 

The tariff is a question which has been discussed 
and voted upon in our country for many years. Still 
it is doubtful if one-half of our voters can explain in 
an intelligent form what a tariff is and how it is im- 
posed. Surely not one scholar of twenty can — schol- 
ars of our grammar and high schoo's. If our schools 
are not to make better citizens for our Republic, 
what are they for? And how can citizens act in- 
telligently upon subjects which they imperfectly un- 
derstand? There is little use in ignoring important 
questions in school simply because they happen to be 
questions upon which people feel. There is nothing 
objectionable in telling just what a tariff is. In an ex- 
act, truthful way the whole matter may be presented so 
clearly that pupils cannot help understanding it. And 
yet nobody could justly accuse the teacher of teaching 
politics, nor would anyone think of doing so. There 
are other questions besides the tariff, of which school 
boys and school girls ought to have some definite 
knowledge, and no one seems to be placed in so good a 
position to impart this knoweldge as the school teacher. 
When these subjects are tactfully presented to pupils, 
they are engaging and instructive, and when presented 
impartially without argument or inference pro or con, 



90 The Parent and Teacher for The Pupil. 

the teacher need have qo fear of treading upon too 
delicate ground. If unfair in her (or his) way of pre- 
senting a public matter (what we might call teaching 
politics), the teacher would quickly get into a maelstrom 
of trouble and, perhaps, deserve dismissal. 

If the reading table plan was carried out it would 
help form a taste for current reading. It would in- 
terest scholars and promote all-round development. 
Moreover, it could be made the basis of considerable 
composition work. The teacher who means to be a 
live, progressive teacher can well think of the plan. 



SMALL duties must not be overlooked. All the 
hundred and one little things in the schoolhouse 
must be kept attractive and in order. Children should 
be encouraged to adorn the room with ferns and 
flowers. The teacher must be cheerful, agreeable and 
exemplary. The crayons must be distributed at the 
boards, the books in their proper places, the room 
well ventilated and not over-heated. The teacher must 
see that her pupils are civil to passers-by during inter- 
mission, and that they do not trespass upon neighbor- 
ing grounds. She must appeal to the heart and try to 
influence her girls and boys so that they will be dis- 
posed to do right from their own sense of propriety 
and duty. She must cultivate in her scholars a liking 
for goodness and beauty. 

The thoughtful teacher is sure to think of her absent 
pupils. If one is ill, she can show her sympathy in 
the form of a short call. If one is absent without 
sufficient reason, she does well to report his absence to 



The Successful Teacher. 91 

the truant officer, before the habit of staying away 
from school becomes fixed. 

No teacher is perfect. Each has her faults, each 
sees imperfections in her work. But let not one of us 
be discouraged. "Perfection is never fully reached." 
said Lord Chesterfield, "but those who strive with a 
will get very much nearer to it than those who strive 
not at all." 



MANY of us find teaching the pleasantest of all occu- 
pations — a task into which we can put the whole 
energies of our souls. It is not always so, for before 
young teachers sometimes the clouds arise troubled and 
stormy. If you are a teacher trying your best to ex- x 
pand the intellectual powers of your pupils and to im- 
prove their appearance, and people fail to appreciate 
your work, let not that fact swerve you from your 
work. "These parents are content to do as their 
fathers did," you say; "they dislike my progressive 
methods ; and if I merely hear the classes read and re- 
cite and spell in the old way, the work will be just as 
satisfactory to them and not nearly as hard for me." 

No ! no ! fellow teacher, say not so. You ought to 
know your own work and be guided by your own 
knowledge. People may become encrusted and crusty, 
too ; and yet after a while, when a pulse-wave of pro- 
gress has swept their way, they will appreciate what 
you once did for their school. But even if they never 
thank you, their children sometime will, and call you 
blessed. Continuing to do your duty zealously, in a 
few years you will learn so much yourself that, looking 
back from your vantage ground, you will be surprised 



92 The Parent and Teacher fur The Pupil . 

to see how far you have risen above your former crit- 
ics, who will still be wrangling in the narrowness of 
their own little minds. 

It is characteristic of average people of average 
New England communities to gossip. When they sec, 
or imagine they see, a demerit in you, they are pretty 
sure t > diecuss it. You cannot help their talk. Like 
the l.>ve of liberty it is irresistible and insuppressible, 
and will live on. People must have their say. Sim- 
ply show your good sense by keeping aloof and ignor- 
ing the matter, [f you are discrete, all their gabbling 
cannot hurt you. It is not worth one moment's worry 
or anxiety on your part, and were it not for the harm 
it does scholars, would he o\' small moment, indeed. 

Think not that others have not encountered experi- 
ences similar t > yours. Thousands of teachers have 
passed through severer ordeals and have come out bet- 
ter and stronger workers. Enhance your reputation 
by going straight ahead and working with a will. Let 
your course be on ! on ! 

However, it may not always follow that you are not 
at fault, or partly so. Whenever the world seems to 
go against you. study yourself critically and fairly. 
Finding your faults, you can better guard against 
them; and profiting by circumstances as you rightly 
may, you can pick up the broken threads and mend 
them. You will he repaid if you keep in the good 
graces of all people, so far as you can consistently. 
Some moment you may forget your kindly feelings to- 
ward everyone and think, •• I am very tired just now 
and don't want to make the acquaintance of that per- 
son, he seems so dull." Still, you are wise in graining 



The Successful Teacher. 0:5 

his friendship, though he be ever so uninteresting. 
Trials unforeseen may arise at any time, and possibly 
that very person is the one who will speak good words 
for you. 

Most teachers commence teaching near home. :r d in 
their youthful experience are apt to make their worst 
mistakes. Doubtless this is one of the reasons why 
so many prefer to work away from their own towns. 
Be that as it may, the testimony of many a teacher is 
that she was unhonored in Nazareth and unsuccessful, 
but later, moving to Capernium, became successful. 
In our noble profession it requires no little thought 
and judgment on the part of each of us to determine 
where we can work to the best advantage for ourselves 
and the commonweal. 



PART SECOND. 

(To Scholars.) 



A TALK ABOUT A PURPOSE AND 
THE START. 



What the child admired 

The youth endeavored, and the man acquired. 

Dry den. 

Nor to thyself the task shall he 
Without reward; for thou shalt learn 
The wisdom early to discern 
True beauty in utility. 

Longfellow. 

THIS morning the sun came out of the East — it ap- 
peared to — and the clouds melted to nothingness 
before it — they seemed to. The sun grew brighter 
and more brilliant still as higher it rose. Its power 
became greater, its beams stronger. Onward and on, 
so even, so strong, increasing in splendor, until the 
zenith was reached and the heavens with brightness 
were aglow. And then did its beauty begin to wane? 
No. All the while as it tipped and then pursued its 
-downward course, its rays grew warmer, softer, until 
apparently the sun sank behind a western mountain. 

Meantime, upon a pond between two lonely hills a 
crowd of merry girls and boys were enjoying the fine 
skating afforded by the late autumn. As they con- 



96 The Parent and Teacher for TJie Pupil. 

tended in their spoils, their shouts and laughter dying 
away mid the trees of the hillside quickly to break out 
again, were suggestive of the happiness of youth. At 
length the parting sun-rays flitted pleasantly, and beau- 
tifully illuming the western sky, died away. The chill, 
clear atmosphere of uight settled down, the darkness 
gathered, the children departed and the lamps were 
lighted in the not far distant village. The day was 
done. In the language <>f the poet it was "a picture 
and a hope." 

As 1 saw the sun of the morning rise so bright and 
hold its course so majestic and strong till evening, the 
question occurred and re-occurred, "How can we who 
tire young make our lives bright and happy, majestic 
and strong, even to the setting of life's sun." 

BOYS ami GIRLS or Maim:: To most of you I am a 
stranger, and your names and faces arc unknown to 
me. Yet I know something of your capabilities and 
realize more or less perfectly the benefit you can be to 
yourself and the world, if you earnestly try to turn 
your talents to account. This is one reason why I take 
so deep" an interest in you. Now, I suppose each one 
of you is anxious to succeed in life, to elevate your- 
selves t*> honorable positions and to enjoy that com- 
fort and satisfaction that comes from usefulness. 

To this end. this evening I want to have a little talk 
with you, which I hope will help you. 1 am not going 
to try to tell you just what actions you will have to 
perform to become successful, for that would be as im- 
possible as was Mrs. Partington's attempt to mop up 
the ocean. I shall only try to set you to thinking and 
acting for yourselves. Nor do I wish to frighten you 



A Talk about a Purpose and the Start. 97 

by the seriousness of what I am going to say. Let me 
assure you. as one acquainted with boys and girls, 
that if you follow out everything I shall suggest the 
best you can. it need not detract the smallest trifle 
from your merriment of mind or lightness of heart: but 
in the long, long end can hardly fail to be a comfort to 
you. Of course I must write what 1 am going to say, 
but I want you to think of it as a talk — a written 
talk. 

Let me ask one of you a question. Did you ever 
think why you receive careful training at home and at 
school? It is because } T ou are fitting yourself to carry 
on some work in life. You may never have thought 
of it before, but youth is the time for preparation. 

Another question : Did you ever think what occupa- 
tion you would like to follow best when you get old 
enough to work for yourself? If not. you can think of 
it this week, this year, or the next five years. You 
need to have some aim in life, a goal in view towards 
which you can run. Then you have a better idea of 
what you are fitting yourself for; you commence to fit 
yourself more thoroughly, and have time in which to 
summons your full courage and energy for the task be- 
fore yon. 

Do you not know a man in your town who has a 
bounteously yielding farm with a good house and 
barns upon it? Does not this farmer seem to have 
everything he needs, and does not all he is concerned 
in seem to prosper? And can yon not think of live 
other farmers living near him who are not so pros- 
perous as he, although they began with just as good 
advantages? 



98 Tlie Parent and Teacher for The Jhtpil. 

Is there not a merchant in your town who has a nice 
large store witli everything you ever wish to buy in it? 
And are there not five other business men who, having 
every opportunity this one had, are not as successful? 

In your village is there not a young man — we will 
say a lawyer — who struggled along until he learned 
his profession? Is there not another young man who 
has established a business of his own? And can you 
not think of ten others just as good as they, who have 
no settled occupation, but find work here and there as 
there is a chance? 

I know you must have noticed cases somewhat like 
these, for they occur every where. And they point a 
moral. Usually — there are exceptions — the one man 
had a purpose in mind which he strove earnestly to at- 
tain, and as a result he now has matters in hand so he 
can shape them to suit his own convenience. The 
other five, not having so distinct purposes, were and 
are governed and hindered more by circumstances. 

So if you become more successful than the most of 
those who are now your schoolmates, it will not neces- 
sarily show that your natural endowments are better 
than theirs, but rather that you made up your mind 
what you wanted and set yourself to getting it with a 
will. 

There is nothing more important for you to realize 
than this: That you will make your life just what it 
turns out to be, whether great or small ; that although 
your parents and teachers may help you, nobody but 
yourself can make you a true man or woman ; that if 
you ever become noticeable in the world, you will do 
something sufficient to attract people's attention. 



A Talk about a Purpose and the Start. \)\) 

After all, it is no great mystery how some succeed 
and others fail. This world is governed by law, not 
chance ; and so with all creatures and things in it. 
Having a goal to run to, we must seek to control cir- 
cumstances, to call them to our assistance, instead of 
being whirled here and everywhere by them. If we 
commence to exercise our forethought in time, perhaps 
we can make our lives nearly what we would like them 
to be. We can if we have enough faith, strength and 
determination. In any event, our lives will be the re- 
sults of our actions. I believe some writer has said, 
4 'We are the creatures of circumstances." This is 
only true in part : still it must be admitted that a great 
many people are what circumstances make them. It 
all depends whether we are content to drift, or eager 
to take hold of the oars and row. 

In an old arithmetic I studied six or seven years ago 
there was the rule of Cause and Effect — the same as 
Proportion in the newer books. Somehow those words 
"cause and effect" set me to thinking. Only a few 
days afterwards in reading some books I chanced to 
come across Emerson's "Compensation," which treats 
somewhat of this same subject. I was delighted ; to 
me the pages turned like revelations. What I had 
before imperfectly seen became entirely clear. I real- 
ized that every act of ours is a cause which produces 
an effect; that every effect the world has ever experi- 
enced had its cause. Now think of this and see if 
it is not so. You can make its application to your life 
valuable. It will help make crooked places straight. 
It will help you understand that your life will be what 
you cause it to be. 



ion Hie Parent and Teacher for The Pupil. 

As I said at the first of this Little talk, I suppose you 
are ready and anxious to succeed and hold honored 
positions in life. You do not know what a hard, long 
task is before you. I don't mean it is impossible, for 
you arc capable of accomplishing a great deal when you 
really try. You can accomplish it; but if you could 
sec all that is implied, as older people see it, for the 
time your courage would fail and you would count 
yourself nothing. Suppose for a moment you compare 
your present abilities with those of the most influential 
man in your town, ('an you ever learn to converse as 
lie does? Can you ever make an address as easily as 
he does? Can you even muster out the practical busi- 
ness sagacity that he displays? 

Bear in mind this: you are nothing. * Whether 
your father is able to send you to college or set you up 
in business makes not so much difference. Whether 
you live in an elegant house or an humble unpainted 
home is quite immaterial. Everything is before you, 
and all you ever gain will be accomplished through 
your own industry and force of mind. When you re- 
member these facts, admit their truth and believe them, 
you have made a good beginning. 

After finding that you are nothing, in your first step 
to become somebody you may run into the notion that 
all places are already tilled and crowded. Do not be 
deceived by this old bugbear. Much has already been 
accomplished. but the greatest achievements, the grand- 
est inducements of this world lie before us. Look 
forward to the broad vale of the future ! as yet it is an 



* Several years ago I learned this 1'aet for myself from the writings ot" -I. 
G. Holland.' 



A Talk about a Pwpose and the Start 1(>1 

unbroken wilderness, but it shall be turned into a go id- 
ly land of promise and shall blossom as the rose. 
Progress is the royal highway leading to the future. 

and to it you who are now boys and girls will build 
the cross-roads of improvement on every hand. Work 
will still continue to be the price of success; success 
will not be held without it. As the world grows larger 
its opportunities must expand. Have no fear but the 
place you wish to till will he ready. If you d > well, 
the world will need you and be anxious for you. 

In this broad held you may strive for the rich prob- 
abilities of life, and beyond them its possibilities, fickle 
and evasive, yet magnificent and grand. You can be 
a part of this great future ! What better can you ask: 
Do not the very thoughts of it lend you encourage- 
ment? Oh, it is grand to be young! 

By this time you may demur, "All this is far ahead ; 
there is nothing to do now." Ah! here is the very 
point I want to emphasize. There is much you can be 
doing now, much you must be doing now. They are 
not the large things, far off, but important duties very 
near you. 

There i- ;i time in every man's education when he arrives at the convic- 
tion that envy is ignorance; thai imitation is suicide; that he must take 
himself lor better, tor wor<e, for his portion; that though the wide universe 
is J li 1 .] good, no kernel oi nourishing' com can come to him but through 
his toil bestowed on that plot of ground which is given him to till. The 
power which resides within him is new in nature, and none hut he knows 
what that is which he can do; nor does he know until he has tried. * * * * 
Trnst thyself; evuw heart vibrates to fat iron string. Accept the place 
the divine providence has provided for you, the society of your contem- 
poraries, the connection of t vents. Great men have always done so, ami 
confided themselves childlike to the genius of their age, betraying their 
perceptions that the absolutely tiustworthy was seated at then-heart, work, 
ing through their bauds, predominating in all their being. 

From Emerson's Self-ReHance. 



102 The Parent and Teacher for The Pupil. 

Think of your work in school. Let your idea be 
that you go there to master something, to understand 
something, instead of "getting over it" and passing an 
examination. Get your mind into real, original work; 
dig deep after the reasons for it and try to see its 
practical side. Every day learn something that will be 
of value to you in life. 

Here is another thing to do. You can be careful of 
your appearance. See that you are clean and your 
clothes tidy and neat. I did not say new or fine 
clothes, you notice, but tidy and neat. If you think 
you do not know how to appear as well as you ought 
(and who of us do), observe closely and unobtrus- 
ively the ways of well-bred persons and profit as 
best you may from their example. Learn to walk, to 
stand, to sit properly, and, my boy, remove your hat 
from your head the moment you cross any other than 
a public threshold. Be courteous and obliging, consid- 
erate and thoughtful. If you are given to coarse 
speech or profanity, leave it off. Let everyone see 
you are trying to be a true gentleman. Before long, 
if you amount to much in carrying out good resolu- 
tions, you will have made a substantial beginning ; and 
people of influence, whose good graces you may well 
wish to win, will quickly notice your improvement and 
make note of it. Of course you cannot perfect your 
manners ; you can never do that. But all. the while 
you may be getting nearer to perfection. On the 
other hand, none of you can long pretend to be ladies 
and gentlemen when you are not. Your very actions 
proclaim you what you are ; and as others see you, 
they will judge you. 



A Talk about a Purpose and the Start. 103 



Easy, timely conversation is a great help in life, and 
now is the opportune time for you to make a good lie- 
ginning. Here again you must use your powers of 
perception and discretion. You already know better 
than to use the double negative construction, I hope, 
but you are quite liable to use awkward expressions, 
or an adjective in place of an adverb and vice versa. 
This brings us right back to what I said a few minutes 
ago about mastering a study in all its details. When 
you do find you have been making a mistake, profit by 
it instead of repeating it. Cultivate a distinct, pleas- 
ing tone of voice. 

Don't push yourself ahead, as if your foolish inexpe- 
rienced head contained everything, but notice how 
older, particularly the best speaking people converse. 
Try to be interesting and "if at first you do not suc- 
ceed try, try again." That is one of the secrets of it. 
Keep trying. The ideas you thus bring out will help 
your conversation and the conversation will help your 
ideas. Above all things be sensible and do not go to 
extremes. And if in time you can develop that pecul- 
iar charm, which for want of a better name is called 
magnetism, so much the luckier are you. 

You also need to cultivate your taste for good read- 
ing. In these days when printed works are so cheap, 
you owe it to yourself to form a small library of your 
own. You must read carefully, not hurriedly, and 
notice all the little details of what you read. Then 
you are sure of the larger ones. You need to form 
original ideas of a book, and should be content only 
when you think you comprehend it and have got all the 
good that was in it for you. It is the better way for 



104 The Parent and Teacher for The Pupil. 

you to add but a few b >oks each year, because at your 
aire you cannot use too many wisely. 

This course will inform you of affairs, past and pres- 
ent, of the world; it will gain you a more acute mind, 
widening your thoughts and helping you to a better 
understanding of human nature: it will help 3011 in 
conversation, and enable you to mingle with persons 
of culture. Moreover, books are among the best of 
companions. They instruct you, they furnish a pas- 
time, a recreation to you. and are a source of joy. 
Only be sure you read good (I almost said standard ) 
books. It is a Iosn and a sin to waste your time with 
others. 

In addition to books you should read the newspaper. 
Read to understand, and in a little while you will find 
yourself well informed in current events. But let me 
warn you of one thing — yon will come across many 
occurrences of a sensational nature — murders and all 
sorts of crime. Read those but little, for they can do 
you no good. And it shows poor taste in any one to 
delve in such reading, as many of our self-styled cul- 
tured class do. 

Among other things you must now cultivate observa- 
tion. k 'Men are born as blind as bats or kittens, and it 
is long before men's eyes are opened ; some men never 
learn to see as long as they live." * There is an old 
stone wall not far from your home that you may think 
unsightly and ugly. Yet, should you look it over close- 
ly, you would find many kinds of rocks and old, pretty 
mosses — enough peculiarities to engage your mind a 
whole day. You must heed the small affairs of life. 



* Druuiinoiul. 



A Talk about a Purpose and the Start. 105 

Every great work is made up of little things, and the 
Least of these could hardly be taken away without mar- 
ring the whole. All noted men have given great atten- 
tion to small details — what lesser men call trifles — 
and preserved accuracy and method in meeting the 
same. Think not that because but little of them is 
said that small things are unessential. They are so 
important that you cannot be successful if unmindful 
of them. 

Now these matters of which I have been talking all 
have an influence in building character. Instead of 
saying what I have I could have said at first, "Com- 
mence to build strong character." But the word is so 
big and means so much I thought you would not com- 
prehend it. Please keep the word in mind — character. 

Your energy, your determination, your foresight, 
3 T our steadfastness and honesty all help determine your 
character. What would your energy profit } t ou with- 
out determination? — what would your determination 
lead to without foresight? — what would all other man- 
ly attributes amount to if you lacked steadfastness and 
honesty? Consider these questions. 

Already I have hinted as much, but now I wish 
plainly to say : Commence to do the best you can. At- 
tend to ever}- duty in its season and perform it well. 
Do j T our own work. Depend upon no one else more 
than you must. Be yourself. Let your thoughts as- 
cend to the ideal and higher views of life. Make the 



How nigh is grandeur to our dust, 

How near is God to man ! 
When Duty whispers low "Thou must," 

The youth replies "I can." 

Emerson. 



106 The Parent and Teacher for The J\pil. 

most of the best in you. But try to get along no faster 

than you can go thoroughly. Make haste slowly, and 
your advancement will be surer and more satisfactory 
to you. 

Some people say it is better to be content with an 
humble life; and not having aimed at so high a mark, 
there will not be danger of so great a fall. Such per- 
sons are sometimes brilliant of mind, but always illog- 
ical, [f you listen to them, you will begin to take steps 
in the wrong direction. So Ion*;- as we are industrious, 
honest and unselfish, there is little danger in setting 
too high a purpose. We shall be insignificant enough, 
even if we do our best. The world needs nothing so 
much as more fearless, strong and truly useful men and 
women. Think o\' this, my dear boys and girls, as you 
grow older and form character. The years are moving- 
onward ! 

"For of all the *ad words of tongue or pen, 
The saddest are those: It might have been." 

These familiar verses of Whittier are peculiar and 
deep in their suggest iveness. You do not want to 
make them yours. Live SO that when the sands of life 
are nearly shifted y >n can look back and say, " I am 
satisfied; I have done all as 'well as I could." 

When you are in earnest, you are much more likely 
to succeed. In tin 1 darkest hour lose not your faith 
and trust. Though the impending cloud looks threat- 
ening and dark, you may feel assured that the sun- 
shine is warming the other side of it, and there is no 
telling when the sun will break through. When your 
task seems hard, or your success adverse, keep a firm 
mind, a good heart and go right on developing true 



A Talk about a Purpose, and the Start. 107 



character. Be persistent. Here is where many falter 
and fail ; and instead of taking the blame h >me to 
themselves, they abuse the world for it. Of this class 
Hale truly says : " Such men are looking after patr >ns 
and letters of recommendation. They think this man 
was successful because of his uncle's influence and that 
one because he was a freemason; and they say bitter 
things of society because society does not help them 
forward. The truth is all the while, that there is 
nothing to help, nothing to indorse, nothing to rely 
upon. The man has failed, but because he has no 
Weight, no steadfastness, no character." 

When you are working quietly along and doing your 
best, do not become dissatisfied or discouraged be- 
cause you are not promoted so far or esteemed as 
highly as some other person of your own age. That 
would argue a weakness in you. Only have confidence 
in yourself in this stage of preparation for future 
duties, and go right on in your course. All in good 
time you have the chance to show your capabilities 
and people will recognize them for what they are worth. 
* "At the moment man never understands it. The 
town cannot understand why Charles, whom it thinks 
dull moves steadily forward, while George, whom it 
thought brilliant is more and more steadily set on one 
side. But the reason is that George is only brilliant, 
while Charles has the force and weight of character." 

I)o not for a moment think that thus early you must 
make much ado and great exploits. Cultivate pa- 
tience — one of the cardinal virtues — and work. You 
must make up your mind to watch for your chances 

* Edward Everett Hale. 



108 The Parent and Teacher for The Pupil. 

and improve them as they occur. In the words of 
Ralph Waldo Emerson, the sharpest and shrewdest of 
American writers, "The world belongs to the energetic 
man. His will gives him new eves. He sees expedi- 
ents and needs when- we saw none." 

Improve an opportunity and you gain strength by it. 
Let it pass by and von lose. An opportunity unim- 
proved and gone may never return. It is impossible 
to formulate words that will guide you safely. If any 
one thing in life will require your sound judgment and 
decision of character, it is the question of when and 
how to act. Many persons of good mental attainments, 
capable of achieving much honor and worth in the 
world, jog along in the old customary ruts and leave 
no useful work behind them. Lacking in the faith 
and courage required for self-promotion, their superior 
powers are unrecognized and classed only among the 
ordinary. 

And so with you. Though your mind he filled with 
good intentions, if you do not carry them out, they can 
avail you nothing. Again, you may carry your sense 
of prudence so far that it will lose you many good ad- 
Vantages. When you see an opportunity it is not best 
to waver and hesitate till it slips away. * "We must 
not stand shivering on the bank thinking of the cold 



Sydney Smith. 



There is a tide in the affairs (if men, 

Which, taken at it< flood, Leads on to fortune; 

Omitted) all the voyage of their life 

Is bound in shallow < and in miseries. 

On such a full sea we are now afloat; 

Anil we musl take the current when it serves, 

Or lose our ventures. 



Shakespeare. 



A Talk about a Purpose and the Start. 109 

and danger, but jump in and scramble through as well 

we may." 

You must needs make mistakes one way or the other 
in matters of this kind, and seeing how you fail, you 
can profit by them. 

f always have a respect for the trustworthy youth 
who takes care of his dollars, and cents as well, for I 
think he may become a man with a mind and character 
of his own. In this spendthrift nation of ours, one of 
the greatest hinderances to the young is the constant 
temptation to spend money. It is really surprising to 
see how much one can get away with in a year without 
deriving much benefit from it, or knowing where it ha* 
gone. Again it would surprise some young people to 
know how much they could easily save. 

You had better learn to think of these matters. 
Think twice before purchasing every little tiling you 
see, or affording every amusement you wish. I would 
not have you grasping and stingy more than I would 
wish you generous to a fault, but be sure that you do 
not cheat yourself. No one shrewd enough to get 
along well in a financial sense will cheat himself. And 
yet — the fact may as well be spoken — shrewdness is 
not one of the most prominent characteristics of the 
majority of this world's people. 

You no doubt see some of your associates freely 
spending money that comes easily to them ; and you 
know whether at home, school or college, some have 
more money than others. Naturally you would like to 
be as generous and possess as good clothes and fur- 
nishings as any. But right here you had better display 
your force of character, and govern yourself according 



110 The Parent and Teacher for The Pupil. 

to your means. Those with plenteous resources to 
draw from are really no happier than } T ou, and in the 
end are not likely to turn out so successfully. You 
are not thinking merely of the present, but are fitting 
for usefulness and honor in the future ; so be careful 
now that you do not unjit yourself for their attainment. 
Your life means more than the possible exploits of the 
present hour, the present day or the present year. 

Again, do not get the idea into your unthinking 
mind that all the luxuries your kind, indulgent parents 
give you are necessities and you cannot get along with- 
out them, because if you do, sometime in the future it 
may become a source of annoyance. Your station is 
likely to change. The time will come when you will 
depend upon someone else than your father for what 
you spend, and perhaps you cannot well afford more 
than life's real necessities. If any period of your life 
comes to that, the faculty of self-denial will be a com- 
fort to you. Economy, like most good things, can be 
carried too far; but to the young true economy is 
golden. 

For the last half hour, as I have been writing, lines 
from Longfellow's ''Builders" have been coursing 
through my mind : 

"All are architects of Fate," 

an idea pretty enough in itself, but vexatious when 
one is thinking of something else ; so I check it, but in 
a moment comes the next verse. 

"Working in these walls of Time." 

Well, I wish you to read that poem again. It is a 
beautiful little poem, one of the very best of Long- 
fellow's shorter pieces. You would be repaid for tak- 



A Talk about a Purpose and the Start. Ill 

ing it as a study. It is nicely builded itself. It em- 
phasizes the idea of building worthy character; it 
points the importance of small things; it hints the 
magnificence of great things ; it shows that we are 
building for a long, long time. 

We must not forget this. One of nature's laws is 
that a force once set in motion never dies ; it may 
change from one form to another, but perish never. 
So with our influence ; the structures which we build 
will influence someone else, and that one will influence 
another, so that our good works may live on forever. 
So with our souls — the parts that think and govern 
all our actions ; we should try to make them noble and 
worthy, for they were not made to die. When they 
leave their houses of clay we do not know what changes 
they will undergo. We must wait and see. Meanwhile, 

" Let us do our work as well, 

Both the unseen and the seen ; 
Make the house where God may dwell, 

Beautiful, entire and clean." 




A TALK ABOUT SCHOOL LIFE. 



He that is slow to anger is better than the mighty; and he that mletli hfc 
spirit than he thai taketh a city. 
Therefore get wisdom; and with all thy getting get understanding. 

Bool: of Proverbs. 

In the lexicon of youth, which fate reserves 
For a bright manhood, there is no such word 
As —fail. 

Bulwer-Lytton. 

I CAN imagine just how you appear in school, wha^ 
you do and how you feel. It has not been a long 
time since I was a scholar and did about as you do now. 
Not many of you know it, but you are now living the 
happiest years of your lives. As I think of you and 
my own school days, I cannot but say with Lord Byron, 

Ah! happy years ! once more, who would not be a boy? 

Now I wonder how many of you are thoughtful about 
your school life — about your duty to yourselves, your 
parents and your teachers. Some boys and girls are 
not. I have had enough experience with you to form 
an idea of how nicely you can do and how much you 
can accomplish when you are anxious to. do your best. 
Then again I know how silly and prejudiced yon may 
become over a very small matter. Now I will promise 
you that I will speak shortly, but you may be look- 



A Talk About, School Life. 113 

ing for a little good advice from a teacher's standpoint 
this evening. 

In the last chapter I said very plainly that yon go to 
school to fit yourself for life's work, and of course you 
will remember that. 

The next step to understand distinctly is that you 
must be yourself. You must not ask your teacher to 
Help you until yon have exhausted every effort of your 
own. She is to assist you when assistance is neces- 
sary, but you must do for yourself far more than she 
can do for you. So, when instead of telling you all 
about the hard question, as you asked her to do, she 
tells you to try it again, do not close your book and 
say you will not try, but think it all over again as if 
you meant to solve it. You want to understand sub- 
jects as you go over them, and the hardest places in 
your lessons are often the very parts that will help you 
most. You will frequently come to hard places all 
through life, and it is best not to get frightened at them. 
Do not be content until you understand your school 
work thoroughly, and have a clear idea of why you are 
attempting to understand it. 

Noav look at the other side a moment. In your own 
school quite likely you know a boy — I hope he is not 
you — who if allowed to do it, after trying a hard ques- 
tion once and failing, will raise his hand for the teacher 
to help him. You can easily see how that 1 toy is losing 
what little strength he possesses. Possibly he thinks he 
is cheating his teacher when he is only cheating himself ; 
or it may be he is lazy ; or not really lazy, but he has 
never yet learned the pleasure that comes from real 
work. However, there is danger that lie will develop 



114 r riie Parent and Teacher for The Pupil. 

more mgenuity in asking questions than in anything: 
else. lie is troublesome to his- teacher; and his own 
work is apt to grow worse and worse, just Like Rip 
Van Winkle's farm. This is one way of neglecting; 
opportunity. 

Did you ever stop to think why the teacher "keeps 
order" in school? Well, if you will not get angry — 
and I guess you will not — I will tell you. Every year 
your parents spend many dollars to provide you a 
school. You yourselves do not know enough to ap- 
preciate your advantages, so the teacher is compelled- 
to enforce order that you may profit by the privileges- 
given you. Is it not so? After all, older people hard- 
ly expect you to be .perfect, but I think some of you 
ought to behave better and appreciate your school and 
teacher more than you do. You see it is all for your 
good. Discipline and restraint of a kind are necessary 
for your welfare. There is a fitting place for almost 
everything. There is a time for work and study ; there- 
is a time for laughter and play. 

Did you ever try to govern yourselves in school and 
conduct yourselves so properly that the teacher would 
seldom have to speak a correcting word? Some schol- 
ars do, and I have suspected those are the ones who 
can control themselves about as they choose all through 
life. 

Always be civil and courteous to your teacher. She- 
works hard for you. Show her that you appreciate 
her efforts in your behalf. At Christmas it would be 
a nice plan to make her a little present, if such is not 
already your custom. A good book is always accep- 
table to a teacher. There are reasons why she would 



A Talk About School Life. 11, 



not wish an expensive gift, such a one as a few cents 
from each one of you would procure would be better. 
The good feeling which prompted the present is what 
the teacher would value most, not the intrinsic worth. 
You see a small present would convey your kind re- 
gards, doing your teacher good, and you, too. 

Let your mind be pleasant and lovable; and your 
conduct towards others as you would wish theirs to- 
wards you. Thus you will help make yourselves and 
others happy, just as cross or sordid youths make them- 
selves uncomfortable and unlikeable. 

Something may occur about which you think the 
teacher did not do quite right; and so you get a 
silly prejudice against her and act as badly as you can : 
so in trying to spite her you harm yourself. Is that 
right? Are you quite sure that you are not ashamed 
of it? It does not make any great difference to her. 
Probably she does not pretend to be perfect. I am not 
acquainted with a school teacher who does. Every- 
body makes mistakes. The teacher may make one. 
But about this matter, if you could only see it in its 
true light, she is right and you are wrong. And sup- 
posing you do not like her as well as you like someone 
■else, that is no reason why you should not be kind to 
her and do your best. You need to attend to your 
own faults first. Firmness is a valuable element in 
•one's character, but don't be a stubborn fool. 

Our State superintendent, Mr. Stetson, has visited 
:i great many schools in different sections of Maine; 
and prompted to do something towards correcting some 
of the most common faults, he put all the directive 
ideas be could into eight simple, short sentences. They 



L16 The Parent and Teacher for The Pupil. 

are addressed to you, and it' you will try to follow them 
out, patiently and persistently, until you unconsciously 
act according to them, you will have made ;i great 
improvement in both appearance and mind. These 
are the sentences : 

1 . Stand and sit erect. 

2. Move promptly and quietly. 
;>. Speak distinctly and gently. 

4. Study more than text-books. 

5. Master what you study. 

6. He courteous and thoughtful. 

7. Be dilligent and trustworthy, 

s. Make the most o\' the best in you. 

How many of you stand and sit properly? If you 
do not know the correct positions, ask your teacher by 
nil means. 

How many o\' you move quietly and promptly? Not 
nearly all of you, if the Maine schools which I have 
seen are fair samples. Can you not improve in this 
respect? 

How many of you speak distinctly and gently? I 
should say about as many as move quietly and promptly. 

How many of you study more than text-books? 
Perhaps about- the same number that will keep their 
eyes open for opportunities o\' promotion in after life. 
Think of it. 

How many of you master what you study? Well. 
how many? each one, do you? 

How many are courteous and thoughtful? Certain- 
ly those whom teachers at heart like best. 

How many o\' you are willing to begin now to be 
dilligent and trustworthy? How many are going to 



A Talk About School Life. 117 

try to make the most of the best in them? All of you, 
I truly hope, and may you have strength and deter- 
mination to make you successful! 

Moreover, do not leave your good resolutions at 
school. Take them home with you, for they are equal- 
ly valuable in home-life. Try to live up to them at all 
limes, in all places. 

In school and home you are now forming habits, 
good or bad, that will stay with you and powerfully 
move you towards success or failure. Now, in your 
youth, you can industriously pick up tiny, sparkling- 
golden sands of character, until they become as a nug- 
get of solid gold. People do not know the possibilities 
which are wrapped within you. Bring them out, look 
to the future ; and in due time your course will become 
plain ; the tangles will clear away. 

I will end as I commenced. In school are you doing 
your best? 



A TALK ABOUT HEALTH 



Better than grandeur, better than gold, 
Than rank and titles, ;i hundredfold, 
Is a healthy body, and a mind at ease, 
Ami simple pleasures that always please. 



Anon. 



A man's habits of sleep, of exercise and of appetite; his methods of 
reasoning, imagination, memory, his faith, his hope, his love — are all blend " 
ed together in his character. 

Hale. 

THERE is another very important matter about 
which I wish to speak. That is your health. 
Though you have ever so brilliant a mind and courage 
and decision of character to support it, yet these qual- 
ities can avail you but little unless you possess requisite 
strength ; for the body is the foundation in which are 
imbedded those finer, but not more essential gems, and 
if its vigor is impaired, there must be detraction from 
the mental energy as well. 

Now you certainly wish to accomplish all you can 
while in this world, to stay in it as long as you can and 
live happily all the time. You wish to retain your 
youthful complexion, your graceful form, and to in- 
crease your beauty and intellectual attainments until 
you have attained middle age, at least. We all want 
to do this. 

But the truth is that most of us in one way or anoth- 



A Talk About Health 1 19 



er abuse our bodies a great deal. And if you are not 
an exception among youths, by thinking of it a little, 

you will see the truth of the statement. Perhaps you 
need only look back over what you learned in your 
physiology the last term of school, and then realize 
how differently you live, to see the wrong you do your- 
self. I know you are thoughtless of this now — do not 
quite see the necessity of this little lecture, as some of 
my scholars call it — because in youth you are quite 
apt to enjoy good health. But you can always retain 
your good health and I wish you to do it. Suppose 
you think of some of the middle-aged people of your 
acquaintance: is not one troubled much with dyspep- 
sia, another tormented by rheumatism, etc.? Do you 
not know someone whose brow, thirty years too early, 
is creased with wrinkles, as the result of nervousness, 
or imaginary care, instead of real work? Still, every 
physical infirmity has its cause, else it could not exist ; 
and more and more people are learning to suspect that 
the only reason why young people as a rule possess 
better health than their elders, is because they have 
not had so long a time to impose foolish hardships up- 
on their bodily strength. 

Anyone cannot fully realize what a blessing good 
health is until after it has gone. The human body is 
like a very intricate machine, "fearfully and wonder- 
fully made ;" and if sustained by proper care, is capable 
of long endurance; but like any other machine, if mis- 
used, it is liable to give out the sooner. Were all 
people mindful and careful of these facts they would 
he better fitted to perform their duties, and (he lib' 
average would be longer. 



12() The I'a rati and Teacher for The Pupil. 



I am sure you arc old enough and, I hope, wise 
enough to consider this matter of health, giving it 
the attention it so much deserves. The best edu- 
cated, most intelligent people clearly realize its impor- 
tance. At the start yon must pause long enough to 
appreciate the laws of cause and effect, to learn the 
laws of health and resolve to live up to them. Yon 
can find these rules in your physiology, as I have no 
space nor time to tell yon what they all are. I am go- 
ing t;> give yon some easy, sensible suggestions con- 
cerning a few of the most broken and most important 
ones. 

If yon are like some boys and girls with whom I am 
acquainted, and were 1 in your place, I should leave 
off lunching. It is a reed less, harmful habit. I could 
tell you a little from experier.ee if I chose, but prob- 
ably it would do no good. J have just been reading 
on this subject in a hygiene written by a gentleman — 
a physician, by the way, — who has stood very high as 
a chemist in the government's service at Washington. 
Yon may think he exaggerated the matter a little, but 
we who have no means of knowing cannot dispute him. 
The following extract is worth your consideration: 

"The practice of eating 'pieces' (lunches) between 
men Is is a most pernicious habit, and one that is the 
prolific cause to which can be traced the ruin of so 
many constitutions, even in childhood. When food is 
taken, a full meal should be made, and the stomach 
should then be permitted to digest it without disturb- 
ance. But if fresh portions be introduced when the 
stomach has half finished its Work, the result is that 
neither portion is properly digested; for the process is 



A Talk About Health. 121 

thereby prolonged, the stomach is kept at constant 
labor, and its powers are so enfeebled and exhausted 
that it fails to provide the means of nutrition sufficient 
to supply the demands of the system. 

Loss of appetite and general debility ensue, followed 
by a train of nervous derangements that disturb all the 
vital functions. Half of the ruined constitutions that 
are not traceable ti alcohol and tobacco may safely be 
referred to this practice of eating between meals." * 

And I should eat more of the plainer kinds of food 
and less of sweet-cakes and pies and that line of cook- 
ery. I should leave off tea and coffee altogether and 
indulge but sparingly in candies, eating no more of 
them than I could well help, and those near meals. 
You would not like to do all this, would you? But by 
so doing you would feel stronger and more vivacious, 
your appetite would be so keen that you would be glad 
when dinner came, and in three or four months you 
would prefer this healthful fare to all the sweet things 
you ever ate, for the sufficient reason that you would 
get along better without them than with them. More- 
over, you would have no strong, almost irresistible de- 
sire to lunch, nor would you ever wish to go to scho«»l 
without eating a good breakfast. You would simply 
receive a natural benefit by following nature's plan. 

You cannot afford to do without exercise. II is 
necessary to promote health} 7 bodily action, thereby 
increasing your strength. Up to the age of fifteen or 
sixteen years, 3^011 are likely to get a fair amount of 
exercise which goes a long way in developing your 
physical self, lint sometimes older pupils, and T pre- 

* Brown'- "Elements of Physiology anil Hygiene." 



122 The Parent and Teacher for The Pupil. 

sume those no loager pupils, overtax their powers; and 
overwork, coup'ed with lack of open air exercise, is 
sure to leave its injurious effects. 

Therefore be sure to exercise enough. It is best 
when taken regularly in plenteous, pure air. Be care- 
ful never to make it to;) violent or carry it t> over- 
exertion. Stop before getting fatigued, lest you do 
yourself more harm than good. 

Walking and rowing are forms of exercise often 
recommended, and in these days bicycle riding must be 
added to appease those who can afford a wheel. In 
doing any of the above, if you place any value upon a 
graceful, erect form, you must take a care in maintain- 
ing correct- positions. 

Gymnastic training, when given by a capable in- 
structor, can be made to answer almost every require- 
ment and to remedy many physical imperfections. 
Weak lungs, or a weak heart can be strengthened by 
intelligent movements, just as they can be further 
weakened by unsuitable exercise. 

Would you like to make a beginning along this line? 
If you do not already take calisthenics in your school, 
if you make the request, perhaps your teacher will 
think up a course that will rouse your energies sleepy 
afternoons. 

During all exercise it is essential that you wear loose- 
lit ting clothing. And this leads me to say what I 
would have otherwise hardly dared to mention. You 
are now old enough to have your own ideas of taste. 
and you certainly have more or less to say about the se- 
lection of your wearing apparel. You do wisely when 
you adapt your clothing to health, comfort and beaut v : 



A Talk About Health. 123 



nor is this difficult to effect, judging from some of the 
beautiful dresses we see. 1 want to tell our country 
girls — young ladies than whom none are m >re beauti- 
ful and intellectual — t'uit t > the minds of the better 

class of mon, young and old, those slender, coistricted 
waists we sometimes notice, suggest the idea of self- 
imposed deformity, instead of beauty. Indeed, it is 
difficult to imagine where the idea of beauty or im- 
provement of the natural form comes in. And if young 
ladies must follow this fashion, it is as well, and with- 
al, a great deal better not to go to extremes. The 
body needs room in which to expand. It is more than 
passing strange that in this era of general intelligence, 
even for the sake of gaining the imaginary beauty of a 
half-imaginary fashion, any one could desire to distort 
the human form to such an extent as to really interfere 
with some of the most important functions of a perfect 
physique. 

It will repay you many times over to keep your 
sleeping rooms well aired, and just so far :is you can. 
keep the fresh air circulating through your living 
rooms. 

The daily bath is one of the prime promoters of per- 
fect health. You cannot overestimate the satisfaction 
derived from a constant sense of personal cleanliness. 

Again, do not let anything hinder you from taking 
enough rest and sleep. I know the joys and duties of 
life are so many that you are sometimes prone to cheat 
yourself of required sleep. Don't do it. It is a mis- 
take. Your pastimes have become too many. You 
are liable, before the end, to plunge yourself into a 
condition in which :i few hours of refreshing sleep 



124 The Parent and Teacher for The Pupil. 

would be more gratifying to you than half the pleasures 
you ever ei joyed, or half the extra work you eve:- did. 
You ought to take good care of your teeth. Prob- 
ably you do, but all girls and boys do not. I should 
hardly have spoken of it at all, had 1 not noticed how 
many neglect the matter, and somebody ought to tell 
them. Brush the teeth twice a day with a soft brush. 
Use water slightly warmed and no kind of tooth pow- 
der nor preparation, unless sanctioned by a reliable 
dentist. Thus you will not only do yourself a good 
deed in preserving your teeth, but will stand a little 
higher in your own estimation, and some people, at 
least, will think better of you. 

When you live according to hygienic principles and 
your head becomes dull or aches, the trouble may be 
with your eyes. If they are irritated, or the whites 
become inflamed, or "red," as we say, such is es- 
pecially liable to be the case, and you ought to have 
them examined by a competent optician. Not for the 
sake of avoiding a little inconvenience, or saving a few 
dollars, or the greater cross of "wearing glasses" can 
you afford to neglect so important a matter. In any 
event take the best possible care of your eyes. When 
working or studying, instead of facing the source of 
light, take a position so that the light will fall over one 
shoulder — - most authorities say the left shoulder. For 
evening work you need a shaded student's lamp giving 
a soft, steady light, and in addition to this wear a 
green shade or visor over your forehead. You can 
purchase one at trifling cost. 

If yon spend a large part of your time in reading the 
exciting, worthless literature of the day — what is 



A Talk About Health. L25 

termed trash — you cannot retain a healthy b ><ly or a 
pure mind. That is a fact, which is too often 
demonstrated. How can any of our boys and girls 
wish to waste their time and dissipate their physical 
and mental strength by perusing trash 9 

You and I have seen the youngster of thirteen 
years puffing at the lighted cigar. What a self-impor- 
tant, big-feeling lad he is ! How smart in speech and 
action ! Poor boy ! although I lose all patience with 
him, yet I cannot but pity him. He is lacking in the 
right kind of self-respect. He is making a serious 
mistake. Nor is he the boy that will be wanted a few 
years hence to fill some nice position of trust. Like 
the arms of an octopus, there is an unsuspected power 
fastening itself about him, that is steadily drawing 
him to earthly ruin. Henceforth his associations will 
tend towards the coarse and worthless, and in the end, 
unless he shall be a brand caught from the burning, he 
will form one of that great class — the unrespected 
poor. 

We are not unmindful that older boys take up the 
use of tobacco, and for this there seems no good ex- 
cuse. The evils of this nasty weed are better known 
now than when your father came under its spell. To- 
bacco contains a powerful poison which enters the 
physical systems of its users. Those possessing bod- 
ily constitutions strong enough throw most of the 
poison off. With others it can only irritate and injure 
the body, and it is confessedly the cause of many 
deaths every year. Moreover, its effects arc not un- 
frequently transmitted from parent t<> child; and it is 
sadly true that many youths who never used tobacco 



126 The Parent and Teacher for The Pupil. 



in any form possess physical powers that have been en- 
feebled by it. The evils of tobacco are so far-re iching 
and its use so universal that we cannot get any re.iable 
idea of the hurt it is doing to humanity. 

The body and breath of the victim of this filthy habit 
are so pervaded with tobacco that they cannot be 
otherwise than offensive to any one at all particular 
about personal cleanliness. What the pleasure de- 
rived from tobacco is, I am proud to say I do not 
know; but whatever it is, \ do not believe it equal to. 
the sense of personal purity enjoyed by those who do 
without it. 

My dear boy, if you wish to keep pure and healthy 
and strong, have nothing to do with tobacco in any 
shape or form. Though others do use it, you will show 
your strength and superior character by letting it en- 
tirely alone. Taste it not, even to please your friends. 
You owe your first duty to yourself. "If success in 
life be an aim worth striving for, it is surely unwise to 
shackle one's self with a habit which cannot promote 
it and may seriously jeopardize it." * 



* Martin's Unman Body. 

The following figures are instructive: 

Muihall estimates the number of years of intemperance required to pi 
duce death as follows: 

CLASS. LIQUORS. 



Women 14 

Gentlemen 15 

Workiug Class 18 



Beer 22 

Spirits 17 

Mixed 16 



The percentage of insanity cases traceable to drink is as follows : Italy, 12 
percent.; France, 21 percent.; United States, 26 per cent.; Scotland, 28 
per cent. 

It is stated that there are as many drunkards in the world as there are 
people iii London. What an immense, untold amount of suffering is pro 
duccd by alcohol! What a wicked waste ot energy and strength! 



A Talk About Health. 127 

Alcoholic liquors arc swifter in their work than to- 
bacco, but there are people who question if they do 
more harm. The only sensible course is to let such 
worthless stuffs alone. Death and ill-health are in 
them all. Usually the moderate drinker becomes an 
inveterate toper, and not infrequently social and finan- 
cial ruin follows. The whole story has been often told, 
and as you are youth of character, willing and deter- 
mined to succeed, I deem it unnecessary to say more. 

There is an old man in England, known and honored 
throughout the whole wide world. None are there but 
gladly pay him reverence. His wondrous genius and 
industry have given him a pre-eminent place among 
men. Thrice he has been elected to the premiership 
of England; and for many long years he has stood like 
a rock, while the political breakers of the great nation 
have beat and surged against him. And now at the 
extreme old age of eighty-six years he retains his old- 
time vim, and works scarcely less than before. Still 
he is called the Grand Old Man. Such is Mr. Glad- 
stone, called by Henry Ward Beecher the greatest of 
all living men. His wondrous strength and activity 
have been subjects of comment over and over again. 
Certainly there was given to him a natural constitution 
such as is not given to most men. But of this fact 1 
would have you take note : Early in life he saw the 
advantage of living up to hygienic laws. This, as well 
as he could, throughout his whole life he has done, and 
to this he himself attributes his remarkable retention 
of strength. 

My dear boy of girl. I wish I could use more per- 
suasive words than I have written. Had I not seen so 



128 The Parent and Teacher for The Pupil. 

many who have impaired or ruined the comfort of 
their lives by carelessness and ignorance I should not 
place so much stress on a sound body. Everything 
depends upon your physical strength — success, happi- 
ness, determination, disposition, — everything. 

You are young - and just setting out. Commence by 
shutting sickness out of your life. "Is this possi- 
ble?" you inquire. Certainly it is. The human body, 
though complex, is a wonderfully practical working 
machine, (live it a full chance and it will keep healthy 
and endure long. It is only on account of the persis- 
tent abuse you heap upon yourself that sickness is ever 
likely to come into your life. You cannot realize the 
diverse effects of careful living and careless living till 
after trying both. Do not put off the choice till ne- 
cessity compels you to make it. 

Y r ou must learn to be careful, — you who are so 
young, so strong, so careless, so thoughtless, — you 
who hope so much of the future. You think you 
can eat what you will when you will. Sometimes, per- 
haps, you are a trifle listless, dull for a little while. 
Nonsense ! it's nothing. Y^ou can live just as well 
without fresh air; it's a bother to open the doors and 
windows of your rooms for a little while. What mat- 
ters it if sometimes the mind does grow dull and the 
mental fires flag? If s nothing ! Y^ou can get along: 
just as well without any special exercise, you who are 
so strong ! It's often a trouble to seek the open air or 
to find exercise indoors. Even if the head does ache 
a little, it's nothing ! Surely you must enjoy every 
social event in its season. You can lose a little sleep 
night after night and endure it, too. Don't you soon 



A Talh About Health. 129 

get used to it? You know you do. Oh, it's nothing! 

You reason thus. Little seeming trifles make up the 
grand sum total of your life. You think you can do 
what you cannot do. The inevitable penalty some 
way, some time, will surely be exacted. Why not 
choose the better, easier path? Why not p\\n to be as 
happy a boy or girl at fifty as you now are at sixteen ? 
Why become one of the "has-beens" before your time? 
Why not plan to find more delight and a more abiding 
faith in life after you have passed its zenith than be- 
fore? Why not retain the vim and elasticity of youth 
till your sun sets beautifully below the far western 
hills? Why willfully grind yourself to dust between 
the upper and nether millstones of life? Why invite 
disease into your life to write its chapter of misery 
there? 

Perhaps I have already talked too long. I fear 1 
shall weary you. At first, perhaps you may not under- 
stand these chapters. Read them again. It will be 
no easy matter to carry out their directions. It will 
take all your courage, your determination, your per- 
sistence ; in a word, your whole character. Remember 
that. But carry them out at any cost, and your en- 
deavors will go a long way towards making you what 
the world always needs, — a true man or woman Re- 
member that you are the propelling power of your life 
and upon yourself you must depend. 

Again, I say always do the best yon can. retain faith 
in yourself , and keep a stout heart. Discouragements, 
seemingly overwhelming may arise, -but if you will, 
yon can overcome them all. You may hear the omi- 
nous prophecy, gloomy and dark, that troubles must 



L30 The Parent and Teacher for The Pupil. 

come into your life, and black clouds hang over it. 
Believe it not. With all its failings this is a beautiful 
world in which to live. Life is not half so dark as 
some people would have you suppose. How unhappy 
the person who is always peering forward anxiously 
instead of trustingly, who courts fault-finding-, who at- 
tempts to discern the shadowy forms of woes and 
tribulations rising, ghost-like, from their unhallowed 
dens! How T old and uncomfortable such a person be- 
comes. Anything but such a disposition ! 

Let the sunshine in ! Though I would see you 
weightier of mind and purpose than the butterfly is, I 
would not wish you heavier of heart. Think of the 
effect of every cause and you can avoid many of the 
unpleasant things, and to a very considerable extent 
make your life what you wish it. Do this not, anil 
some day you may pray for that which you thought- 
lessly spurned away. 

Look to the better side! We must go towards 
heaven ; it is not expected heaven will come all the 
way to us ! If we walk aright, we shall surely grow 
stronger, our way will surety grow brighter. Expect- 
ing to find, we shall find. If we seek the Infinite 
Source of strength, goodness and happiness though 
the various dogmas and beliefs be shaken from their 
innermost foundations, our faith will be secure. Our 
lives, with ever-increasing momentum, will glide be- 
tween pleasant hills and green fields, as a majestic 
flowing river. They will rise and traverse their course 
even as the sun ; not as in the waning days of Decem- 
ber, but in the longer days of pleasant June. 




mmmmmmz^mmm 



A TALK ABOUT PATRIOTISM 



What constitutes a state? 

******** 
Men who their duties know, 
But know their rights, and, knowing, dare maintain. 

******** 

And sovcriij-n law, that states collected will, 

< >Vr thrones and globes ehue, 

Sits empress, crowning good, repressing ill. 

Jones. 

TODAY is another Saturday. Again the bright, life 
giving sun has risen. The morning is fresh and 
clear ; the air healthful and exhilerating. The snow 
sparkles with hoar-frost. Already the boys and girls 
are coasting down the hillside. Through my window 
I hear their merry voices and catch glimpses of them 
as they hurry past. I am glad for them that their lives 
are so happy; that this Saturday's coasting is so fine. 
All over our state of Maine this morning, by frozen 
lake and river, on hillsides and near the sea. thousands 
of children and youth, bright and joyous, are making 
the most of this invigorating sport of winter. 

Ere they are aware the winter will melt into spring. 
the spring bloom into summer. The wooded hillsides 
now so [tare will take on a new coat of beautiful foli- 
asre and the fields dressed in verdure fresh and "Teen. 



132 The I'd rent and Teacher for The Pupil. 

The birds will warble their various songs, the insects 
talk from the starting grass, the waves sparkle and the 
expanse of ocean soften its cold, icy hue. Nature will 
continue an inspiration. 

No morning could be more opportune than this one 
in which to make a, little talk with you. You hive a 
love for this country of ours. You take a pride in its 
past romantic, heroic history- You wonder at its bril- 
liant achievements in recent times, and hope to add 
something thereto. You are devoted to your State of 
Maine, the present scene of your happy lives; you have 
an interest in its advancement. And, although you 
may have never thought of it before, you love the en- 
tire country even more. In a common sense, the pines 
and lakes of Maine, the cypresses and bayous of Lou- 
isiana,, the plains and rivers of the middle country, the 
mountains and productive lands of the far West are all 
yours. They are parts of our vast, magnificent coun- 
try : and you at heart have no prejudice against any of 
them, but must ever strive to promote what in your 
judgment will be best for the whole. 

There is something stupendous in the thought of our 
Republic. Sixty-live millions strong are marching on 
from day to day. Whither they will, they may go, 
and no despot or monarch over them to say nay. 
Leaders we have, but they themselves are led by the 
people and serve to carry out the peoples' will. Did 
you ever think of it so before? Can you tell where 
we are going? Think of it. Read the history of our 
country again : and as you have opportunity read and 
think of other nations. 

One thing is plain. The country's population is 



A Talk About Patriotism. 133 



made up of separate individuals. Therefore, a1 bot- 
tom, the country must rest upon individual character. 
This has ever been the case the world over. The best, 
strongest governments have always been sustained by 
the most intelligent, moral, industrious people. Thus 
a superior government argues a superior people, an 
infirm government an infirm people. And each indi- 
vidual has his influence, and goes towards forming 
the whole. Until the nation's citizens degenerate, the 
nation cannot decay. This is a fact always pertinent, 
always true. The country needs not greater learning, 
more brains, nor more brilliant men in Congress as 
much as more real character, more moral independence, 
more respect for law. [mbed these truths deep ia your 
lives, dear girls and hoys. All people are not honest, 
are not good, hut that is the more reason why y >u and 
I must walk in paths of moral rectitude. We must not 
swerve. Whatever strong greeds, or appetites, or 
passions we may possess must he subject to the mine, 
and the baser parts of our minds must yield to our 
higher parts. Such control bespeaks a strong pers m, 
well disposed towards society, and has a helpful p >wer 
in it. Here is the beginning of real patriotism; the 
substance of security and peace. And you know not 
how much our country needs it. 

About patriotism I now have but little more t > say. 
Not that the subject is exhausted. Innumerable page I 
might be written. I wish rather to ask you to read 
and think for yourselves. The hardships in the wil- 
derness, the Revolutionary struggle, the lives and 
deeds of great men since all speak for themse'ves. 

Think of our country. Think of the heroism shat 



134 The Parent and Teacher for the Pupil. 

established it, the dangers that have menaced it, the 
valor that has defended it and you will find your in- 
spiration. Think for yourselves. 

I can do no better than close with one simple, grand 
thought. Thus far we have sustained the nation, and 
have done what we could to help you. The future 
will rest with you. For you we are tearful, but in you 
are builded our brightest, strongest hopes. Strive to 
be all that you can be and prove yourselves worthy of 
our hopes. 



END. 



I 



